This paper aims to present some theoretical issues currently emerging in the field of intercultural research in the context of the COVID-19 pandemic,with special reference to educational aspects concerning school inclusion of children from migrant backgrounds. The paper starts by focusing on some challenges that migrant background children were already dealing with even before the pandemic, and goes on to compare and connect those challenges with questions that emerged in the frame of the first lockdown. It will then proceed to highlight the relevance of listening to the voices of migrant background families too, in order to try to reduce the distance that otherwise can sometimes grow –especially (but not only) in the pandemic context - between those families and the school. To conclude, the paper will highlight that, in this perspective, teachers should try to become more aware of the ways in which different “school cultures” can affect the inclusion of both migrant pupils as well as their families.
