Ireland’s cultural identity has transformed significantly in the past few decades as a result of large-scale inward migration. Consequently, the creation of culturally responsive school environments has become a major concern in policy discourses in recent years. Despite the prevalence of such discourses, research on the cultural responsiveness of the four major primary school types in Ireland, and what factors influence the gap between policy and practice across these school types has remained sparse. Addressing this lacuna in research, this exploratory multi-method study draws on data collected from teachers, principals, and parents. This study highlights several factors that assist students from culturally and religiously diverse backgrounds to develop a sense of school belonging and explores the challenges associated with implementing policies related to creating culturally responsive classrooms in Irish primary schools. This study holds international relevance as it highlights key factors facilitating schools’ response to the growing migration trend experienced throughout Europe.

中文翻译：

---

在爱尔兰创建文化敏感的学校环境：有助于缩小政策与实践之间差距的因素

由于大规模的内向移民，爱尔兰的文化认同在过去几十年中发生了巨大变化。因此，创建文化敏感的学校环境已成为近年来政策讨论的主要关注点。尽管此类言论盛行，但对爱尔兰四种主要小学类型的文化响应性以及影响这些学校类型的政策与实践之间差距的因素的研究仍然很少。为了解决这一研究空白，这项探索性多方法研究利用了从教师、校长和家长那里收集的数据。这项研究强调了帮助来自不同文化和宗教背景的学生培养学校归属感的几个因素，并探讨了在爱尔兰小学实施与创建文化响应教室相关的政策所面临的挑战。这项研究具有国际意义，因为它强调了促进学校应对整个欧洲不断增长的移民趋势的关键因素。