Post-pandemic educational policy and human mobility in Mexico

Abstract

This qualitative study seeks to identify the current approach of educational policies in Mexico for foreign students in situations of mobility and evaluate the inclusivity of the curricular content. Focusing on migrant Haitian children, the findings show that the Mexican government has implemented initiatives to facilitate these students’ access to the educational system but faces challenges in integration. The current curricular content promotes intercultural awareness and strengthens communicative skills in other languages. However, success in access, retention, and certification depends on the commitment of the host country and the active participation of parents and students. The intersectionality of factors such as race, gender, class, migratory status, and language is crucial for understanding the multiple barriers faced by migrant students in the Mexican educational system.