More Foreign Students on the Balearic Islands: A Schoolyard Perspective

On the Balearic Islands, the share of foreign children in schools is rising significantly—from about 14% to 19% over ten years. A look into classrooms and administration explains what that means in everyday life.

When the schoolyard becomes more colorful

Early in the morning, children bustle on the schoolyard in Palma, some with lunchboxes, others in fast groups chatting in Spanish, German or English. It sounds like murmur, excitement – and something that happens here more often: new faces. In recent years, the number of foreign pupils at the Balearics has noticeably increased.

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What do the figures say?

Current analyses show: around 19 percent of all pupils on the islands have a foreign background. About ten years ago, the figure was around 14 percent. Today more than 198,000 children and adolescents attend schools on the Balearics, the majority in public institutions.

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Why the increase?

The reasons are varied. Families move to the islands because of work, seasonal jobs or a new phase of life. Many spontaneous expats arrive, employees in tourism, educators and tradespeople – in short: people trying to make a new home here. In schools in places like Inca, Manacor or Palma this is especially noticeable: classes often grow internationally together there.

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How does this affect daily school life?

The diversity presents teachers with challenges, but it also offers opportunities. Many schools have already introduced language support; there are extra hours for Spanish as well as materials in multiple languages. Some teachers report that teaching has to be designed more creatively: group work, visual materials and short, clear instructions instead of lengthy lectures.

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Parents view this differently: Some welcome the cultural mix, others worry about support and space in overcrowded classes. Municipalities respond with additional positions for language assistants, occasionally with renovations of classrooms or extra school buses.

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What remains to be done?

Patience, clear communication, and a bit of pragmatism are needed. Information evenings, multilingual parent letters and afternoon programs help. Importantly: schools, municipalities, and families must stand together so that children – regardless of origin – can quickly feel at home and learn here.

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A real local perspective, not just statistics: anyone passing by the schools in the morning quickly notices that integration is not an abstract word but everyday life on the schoolyard.