The aim of this study was to understand the perception teachers have of immigrants, to create awareness of the racism that immigrant children may be experiencing directly or indirectly from teachers, and through the hidden curriculum. Data was collected mainly through the use of tape-recorded interviews with teachers and other persons which were then analysed.

It appears that immigrant children are in fact facing problems. Even though their teachers maintain that these pupils are accepted, they are in one way or another overlooked since teachers feel they do not have enough time to give them the individual attention they need. Racism was rarely directly expressed. However further analysis shows that traces of racism can be found, even if this may not be pronounced. Even though teachers knew the needs of immigrant children, very few tried their best in catering for these needs. This may be owing to lack of knowledge, lack of training, time constraints, financial problems in buying adequate resources, linguistic barriers, and even deep rooted negative feelings towards immigrants especially as expressed by mature teachers.

From the data gathered it was revealed that, regarding the relationship between immigrant children and Maltese children, it seems that children do accept each other. This may be due to the fact that Maltese children got used to living with immigrant children in such schools. In fact, if there were cases were negative comments were uttered by the Maltese students towards immigrants, this owed, not to racial discrimination, but, to what the children hear from adults, and other sources of information such as the media.

It is suggested that further research should be carried out using ethnography, including observations in class, and also interviews held with immigrant children themselves.

B.Ed.(Hons)

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