This study consolidates the evidence base across the EU28 regarding the diversity of the teaching workforce with regard to migrant and/or minority background. Increasing diversity within the teaching profession is one potential response to the evolving needs of an increasingly multicultural learner population. The study has:

• identified and analysed the existing statistical data on the current diversity of the teaching workforce
• explored the prevalence of the different barriers to teacher diversity
• mapped the policies and initiatives implemented
• examined the evidence on the effectiveness of the policies

The study methodology comprised: a literature review drawing on both European and international research; primary research with national experts for the compilation of 28 country profiles; ten in-depth cases studies of policies/initiatives promoting teacher diversity; a comparative analysis of findings; a virtual Policy Delphi; and, two high-level diversity expert seminars.

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Key findings

• The limited data available indicates that teaching staff with a migrant background are generally under-represented compared to the actual diversity of the learners. This underrepresentation tended to be ‘high’ in Member States with relatively larger migrant populations (e.g. DK, DE, IE, IT, PT, UK)
• A greater diversity of teaching staff appears at pre-primary level than at other levels of education and at initial teacher education (ITE). However, this difference is not large enough to suggest that there is likely to be a pipeline of more diverse teaching staff in the foreseeable future
• Greater cumulative barriers are faced by people with migrant/minority background seeking to enter the teaching profession 
• A small number of policies aim to increase diversity in the teaching profession, mostly in countries with a large number of diverse learners (e.g. AT, DE, UK)
• Empirical research on the impact of teacher diversity is limited, mainly from the USA and long-established migrant groups; increased teacher diversity can lead to improved academic and non-academic outcomes for learners with a migrant/minority background.

Based on the key findings of the research, the study includes a number of recommendations targeted at:

1. Policy-makers and practitioners at Member State level
2. Key EU stakeholders
3. Relevant actors for improving the evidence base

The study builds on previous EU-funded literature reviews in 2008 for the European Commission's Green Paper on Migration and Migration.