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We analysed effective and promising interventions, within the classroom and school microsystems, aiming to promote equality and belongingness for immigrant, Roma, and low-income children attending early childhood education and care (ECEC) and primary education in eight European countries. Over 500 interventions were identified, and 78 interventions were analysed. We found that while 79% of the interventions provided some type of language support, only 32% considered children's heritage language. Importantly, around 22% of the interventions targeted ECEC settings specifically, with most ECEC interventions implemented at the national level, taking place in the classroom and implemented by classroom teachers, and involving language support and family involvement activities. Language support seems to be widespread, recognising the foundational nature of language for learning, communication, and belongingness. However, comprehensive intercultural policies that explicitly support culture maintenance, communication, and positive contact may be valuable in guiding future developments. [This article was co-authored by the ISOTIS research team.]

• We examined teacher self-efficacy in a cross-national setting. • Teacher self-efficacy can be viewed as a two-dimensional concept. • Both general and diversity-related domain-specific efficacy beliefs were measured. • Diversity-related beliefs are positively related to intercultural classroom practices. • Teacher-efficacy and practices are affected by diversity in the classroom context. This cross-national study provides new insights in teacher efficacy in today's culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the use of intercultural classroom practices. Our results indicate that policies and professional development targeted at the reciprocal relation between diversity-related efficacy and practices are important when preparing teachers for working in diverse classroom contexts. [ABSTRACT FROM AUTHOR]