This report describes the interviews with children conducted. ISOTIS researchers listened to children’s perspectives on inclusion and well-being at school, and at identifying facilitating positive elements within cultural, religious and linguistic differences. The researchers explored what children identified as quality indicators of school inclusiveness, and their suggestions to make school more welcoming and inclusive.

Participants were children in pre- and primary school settings and informal after-school contexts in areas characterized by high cultural diversity and social inequalities. Overall 331 children participated. They were from 14 different contexts located in seven European countries: the Czech Republic, England, Germany, Greece, Italy, Norway, and Poland. Around.

The authors describe the different activities carried out during the study to elicit children’s views. For instance, children could be asked to write or draw what made them feel good and bad at school using cardboard suns and clouds, or participate in circle-time discussions about how to welcome new children.

Listening to children’s perspectives contributed to complement the information collected through the interviews with culturally and linguistically diverse parents conducted by ISOTIS researchers. It allowed to enable better understanding of experiences, perceptions and opinions of young children from native-born low income families, and families with ethnic minority and immigrant backgrounds regarding inclusion and well-being at school.

The report addresses methodological and ethical aspects of doing research with and for children. Furthermore, the authors discuss how this study contributed to a critical reflexion on how to enhance inclusive environments through children’s active participation and empowerment as democratic citizens.