On 20 November the ISMU Foundation launched a comprehensive study on the educational landscape for unaccompanied foreign minors (MSNA) in Italy. Key findings show that currently only 1 in 5 young people in this group successfully integrates into the Italian educational system.

The research was commissioned by the Ministry of Education and conducted between 2020 - 2022. It provides the first national overview of MSNA's presence in the educational-training system. Based on a sample of 3 399 minors, the study reveals a complex demographic and educational profile. 

The sample is predominantly male, with 98.6% of participants being boys (mostly aged 17 or approaching adulthood). Geographically, they have a diverse range of origins, with the largest groups coming from North Africa (particularly Egypt and Tunisia), followed by Asian countries including Bangladesh and Pakistan, Sub-Saharan African nations, and Eastern European regions.

In terms of educational background, the research reveals significant variations. Almost half of the minors had completed primary education, while just over a quarter had secondary education experience. 15% had no prior schooling, highlighting the educational gaps and barriers in accessing education that these young migrants face.

Language emerges as a potential bridge for integration, as minors usually have no level of Italian before entering the country. 60% of the MSNA speak at least one language beyond Italian, with 30% speaking 2 foreign languages. Arabic, Albanian, Bengali, French, and English are the most commonly spoken languages among these young migrants.

The study also explored the minors' pre-migration educational and economic status. Approximately half were students, while 19% were student workers and 13% were full-time workers. Particularly striking is the proportion of NEET (not in education, employment, or training) youth from Sub-Saharan African and Asian countries, which exceeds 20%.

The study presents the outcomes of the "Never Alone" project, which has been evalutaed as a good practice in the promotion of migrant child education and school access. The innovative approach of the project allowed for the combination of language learning and social integration for unaccompanied foreign minors. By going beyond traditional language instruction, the project successfully integrated linguistic training with comprehensive support activities that addressed multiple dimensions of young migrants' needs.