Conference Program

Socioeconomic and ethnic inequalities continue to influence upper secondary education choices in Italy, as in the rest of Europe (OECD 2023; INVALSI 2025). These disparities stem both from “primary effects” of individual background on academic achievement and from “secondary effects” related to family decision-making processes, which are particularly relevant in the Italian context (Ress & Azzolini 2014). While most studies have focused on dynamics linked to students’ individual and family characteristics, a growing body of research shows that the socioeconomic and ethnic composition of lower secondary schools also shapes upper secondary school choices (Tan et al. 2023; Rosenqvist & Brandén 2024). However, empirical evidence on the mechanisms through which school composition affects subsequent educational decisions remains limited.

This paper aims to fill this gap by investigating the “school effect”, that is, the mechanisms through which the socioeconomic and ethnic composition of lower secondary schools influences upper secondary education choices. The findings presented are drawn from research conducted in Milan in 2025, combining INVALSI data analysis with qualitative interviews involving school leaders and teachers from ten lower secondary schools (39 interviews in total) and students and parents from four of these schools (56 interviews in total). The research is part of the project EDIN – Understanding School Effects: How the Socioeconomic and Ethnic Composition of Schools Affects Educational Inequalities, funded by Fondazione Cariplo.

Quantitative findings show that students attending socially advantaged schools are significantly more likely to enrol in academic high schools, while those in schools with higher concentrations of socio-economically disadvantaged and migrant-background students more frequently choose technical or vocational tracks. Qualitative findings show that, while school guidance practices share similar aims and approaches, the content and tone of guidance vary by social composition. In disadvantaged schools, collective information sessions focus strongly on technical and vocational institutes, with academic tracks presented as more demanding and suitable primarily for “excellent” students. Teachers often adopt a cautious approach, recommending pathways considered more attainable or secure. In socially advantaged or mixed schools, students are more widely exposed to academic options through school initiatives and peer networks. In socially advantaged contexts, family aspirations weigh more heavily and academic tracks are encouraged even for average performers. Overall, guidance practices appear to adapt to school contexts in ways that ultimately reinforce, rather than mitigate, existing inequalities and the “school effect”.

The analysis highlights the central role of school composition in re-producing or counteracting pre-existing inequalities. These findings call for reflection on the need for policies aimed at reducing school segregation and rethinking information and guidance practices to promote more equitable access to educational opportunities.