Italian Prime Minister Giorgia Meloni said on Sunday that the government is preparing new regulations for schools: banning face-covering garments such as the burqa and niqab; limiting the number of foreign students per class; and requiring parents of foreign students who struggle to integrate into school environments to learn Italian.
Meloni emphasized her right-wing stance during a youth event hosted by her party, Brothers of Italy. She explained that if only one child in a classroom does not speak Italian, they can quickly learn and integrate with support from classmates and teachers. However, if too many non-Italian-speaking children are present—particularly if they form a majority—it ceases to be integration and becomes marginalization. She did not specify an exact numerical threshold. Data shows that non-Italian nationals make up approximately 11.6% of Italy’s student population—about 12 out of every 100 students.
Located in the central Mediterranean, Italy remains vulnerable to migration flows, making immigration a persistent and sensitive issue, one that has long challenged successive governments. Topics such as immigrant integration, religious symbols, cultural cohesion, and citizenship frequently divide public opinion. Meloni added that education requires visible faces; no individual should be allowed to conceal themselves under the guise of tradition, particularly young women.
The proposed policy aims to address two core concerns: first, classrooms overwhelmed by foreign students with limited language proficiency, leaving teachers unable to provide adequate attention; second, the visibility of women in public spaces and whether their faces are being forcibly covered. Limiting class ratios and mandating parental language acquisition may stem from an intention to facilitate children’s integration and prevent situations where students feel excluded due to incomprehension.
Yet the measures have sparked significant controversy.
First, setting class limits based on nationality or migration background risks being perceived as discriminatory and could lead to stigmatization of migrant children.
Second, making language learning a mandatory requirement for parents may impose additional burdens on disadvantaged families and prove difficult to enforce consistently.
Third, banning the burqa and niqab raises complex questions about balancing religious freedom, personal choice, and secular norms. While individuals forced to wear such garments must be protected, a blanket prohibition could inadvertently deepen social isolation for some women.
Finally, although non-Italian students represent 11.6% nationally, their distribution varies significantly between urban and rural areas; a uniform cap may therefore lack practical justification across regions.
Integration demands linguistic support, equitable access to educational resources, and social inclusion—not merely restrictions or prohibitions. The effectiveness of the policy will ultimately depend on whether its implementation is fair, feasible, and genuinely conducive to meaningful integration for all students.
Original source: toutiao.com/article/1876906115620864/
Disclaimer: The views expressed in this article are those of the author alone.