In the UK, policies and academic writings about inter-ethnic relations have witnessed many changes in recent decades, with a growing focus on the effects of different forms of racism and anti-racism. Opinions have been diverse on the extent to which both the majority and minority populations should respect and adapt to each other’s traditions. Relatively little research has been undertaken on the experiences and perceptions of children. This article reports on findings from three linked studies which highlight the viewpoints of white and minority ethnic children as they made the transition to secondary schools.

Segregated education of Roma is prevalent in educational systems in Bulgaria, Czech Republic, Hungary, Romania and Slovakia. The study reveals that the existing legal and policy measures are not effective in challenging patterns of systemic segregation and/or discrimination of Roma in education. Changing the patterns of segregation requires the engagement of educational institutions at all levels to eliminate the segregation of Roma and non-Roma, and the revising of educational policies and consistently monitoring their impact.

This article analyses the impact enlargements have had on the social cohesion of the European Union (EU), measured as generalized interpersonal trust between EU nationalities. Based on a quantitative-dyadic approach, Eurobarometer surveys from 1976 to 1997 are utilized. The key result is that enlargements do not necessarily weaken cohesion, but southern enlargement and the recent eastern enlargement did.