Addressing cultural diversity in the classroom : the experiences of 8 primary teachers and kindergarten educators

Abstract

This dissertation investigates how primary school teachers and kindergarten educators in Malta perceive and respond to cultural diversity within their classrooms. As Maltese schools become increasingly multicultural due to changing migration patterns, teachers are at forefront of addressing both the challenges and opportunities that cultural diversity presents. The study explores two key questions: How do teachers address cultural diversity in the classroom? What are the challenges and positive experiences of teaching a multicultural class? Using a qualitative research design, the study draws on semi-structured interviews with eight teachers working within a culturally diverse state school. The data was analysed to uncover patterns in attitude, strategies and experiences. The findings reveal that while most teachers expressed positive views about diversity, their understanding of culturally responsive teaching was often superficial. Several teachers adopted a deficit approach or engaged in microaggressions, particularly in relation to Muslim students or cultural practices. Teachers’ strategies often focused on festivals and food rather than integrating students’ lived experiences into the curriculum. This study highlights the gaps in teacher perception and professional development, showing that many teachers felt unprepared to implement inclusive practices. Some teachers did share rewarding experiences, such as increased empathy, stronger student-teacher relationships and professional growth. These findings emphasise the importance of targeted teacher training and support to embed CRT meaningfully into Maltese classrooms. The research contributes to the local and international conversation on cultural diversity in classrooms by foregrounding teachers’ voices and offering practical recommendations for creating more inclusive equitable primary education environments.