Recent studies examining the integration of new comers in host societies point the difficulties in cultural integration due to misunderstandings generated in areas related to mental and physical health. These points include and are related also to the problems connected to children, because they meet emotional difficulties in adjusting emotionally themselves. The difficulties can be explained because of the traumas of transition, difficulties in ethnic identity and communication problems. How can we help children from marginalized ethnic, cultural, racial, linguistic, and religious groups attain a sense of inclusion within their schools and nation-states, political efficacy, and clarified national identities? For that we need to make an analysis of global migration, diversity, and citizenship education, advocacy and policy related to the children‟s rights to education. There is a great need to explore the many roles that parents play through engagement with children at home, connections to the school and community, and interactions with other parents. What does it mean to be a „different‟ parent in terms of the family‟s relationship to education. In the same time data is important for developing inclusive policies, monitoring their implementation, and then evaluating the results. There is a need  to discuss the applicability and potential for different data sources to meet these needs, as well a discussion of how to construct appropriate indicators for measuring success. In addition to a discussion on administrative data systems, qualitative data, and survey data, there should be an exploration of action research that focuses on improving the quality of education delivery by delving into the dynamics of how interventions work in different locations.

Studiile recente detectează dificultăţile ce ţin de integrarea culturală a personalor adulte dar şi a copiilor ce doresc să se integreze în noile societăţi. Deseori, aceste dificultăţi apar din cauza înţelegerii greşite a situaţiei în care se află, în special copiii cu cerinţe educaţionale speciale. Respective, copii întîmpină dificultăţi de integrare de ordin psiho-emoţional pentru că nu reuşesc sa se conformeze şi să se ajusteze cerinţelor noilor societăţi. Aceste dificultăţi pot fi explicate şi prin dificultăţile de tranziţie (trauma tranziţiei), dar şi prin diferenţele de ordin etnic, de identitate etnică şi prin problemele de comunicare.