Educational inclusion of migrant and refugee students in Panama

Abstract

The educational inclusion of migrant and refugee students presents a significant challenge in the Panamanian context due to the increase in migration flows in recent decades. This phenomenon has generated new demands on the education system, which must adapt to guarantee access, retention, and academic success for a diverse population. This article aims to analyze the policies, practices, and main challenges associated with the integration of these students into the Panamanian education system.

The research was conducted using a qualitative, descriptive-analytical approach, through a review of academic sources, national regulations, and reports from international organizations. The results show significant progress in recognizing the right to education without discrimination; however, significant barriers persist, such as insufficient teacher training in intercultural education, limitations in educational resources, and linguistic and socio-emotional difficulties.

Likewise, some positive experiences related to psychosocial support programs and inclusive pedagogical strategies are identified. It is concluded that, although Panama has demonstrated commitment in the regulatory field, it is still necessary to strengthen the implementation of public policies and educational practices that guarantee effective and sustainable inclusion.