Unheard voices: emotional exclusion of migrant students in Spain’s schools through poetic inquiry

This study explores the educational challenges faced by migrant students in Spain, focusing on segregation, discrimination, and emotional exclusion. Using a qualitative approach, we conducted 22 in-depth semi-structured interviews with migrant students in Madrid. Their testimonies were transformed into poetic representations following a structured poetic inquiry approach, allowing for a deeper understanding of their emotional and subjective experiences. Thematic and narrative analysis revealed three key findings: migrant students experience segregation in under-resourced schools, feel invisible in the classroom, and struggle with cultural prejudice even when attempting to integrate. Poetic inquiry illuminated these realities, highlighting both exclusion and resilience. Institutional and teacher support were identified as critical factors influencing emotional well-being and academic success. The study underscores the value of poetic inquiry in migration research and suggests the need for policies promoting inclusive educational environments and enhanced teacher training in intercultural competence.