Belgian-Moroccan Students Face School Guidance Discrimination

In the Flemish education system, guidance plays a central role. Students can be directed toward different tracks: academic, technical, artistic, or vocational. But for several young Belgian-Moroccan students interviewed, this decision was not always experienced as a neutral pedagogical choice.

A difficult decision to challenge

The study, published in 2025 in Social Psychology of Education, is based on interviews conducted with fourteen parent-youth pairs of Moroccan origin, totaling 28 participants. Researchers examined their perception of school justice, particularly in relationships with teachers, guidance decisions, and classroom treatment.

On Bladi.net : article 121162

Several participants reported feeling that their abilities had not been fully recognized. Some described being directed toward a less valued track despite believing they had the grades or potential to pursue a more academic path.

The authors note that students of North African origin, predominantly Moroccan in Flanders, are particularly exposed to school inequalities. They highlight their overrepresentation in lower-status tracks, higher dropout rates, and lower presence in higher education compared to Belgian students without migrant backgrounds.

This sense of injustice does not stem solely from the guidance itself. It also relates to how the decision is made. Some families mention lack of explanation, poor transparency, or feeling they were not truly heard.

Lower expectations

The study shows that school guidance is often linked to other experiences. Young people mention lack of support, lower expectations toward them, or remarks that marked them. Some say they felt they had to prove their abilities more.

Researchers also note insensitive remarks, racist comments, or microaggressions. According to the study, 21 out of 28 participants reported such experiences, whether experienced directly or observed at school.

For some young people, school injustice is not merely an individual experience. It is also interpreted through collective belonging. A decision made against a student of Moroccan origin can then be perceived as a sign of how "students like them" are treated.

The study also highlights a generational gap. Several parents say they feel their children experience more injustice or discrimination at school than they did in their time.

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The authors remain cautious: their work does not describe the entire Moroccan community in Belgium or the entire Belgian education system. This is a qualitative study conducted in Flanders with a limited sample. But it puts words to a deep unease: for some young Belgian-Moroccan students, school guidance can leave a lasting mark.