Engagement in early childhood education: A systematic review of Gypsy, Roma and Traveller populations in Europe

This systematic review focuses on engagement in early childhood education (ECE) within Gypsy, Roma and Traveller (GRT) communities. ECE increases lifelong educational success rates along with narrowing poverty and equity gaps. Yet the GRT participation rate in ECE is nearly half that of the majority mainstream population. In an effort to understand the underlying barriers and facilitators of engagement in ECE among GRT populations, two search methods were employed: a search of the academic databases and a grey literature search using a defined and informed search strategy (PRISMA). We included studies that were ECE focused and included GRT individuals from the continent of Europe and surrounding islands. All articles in this review were to be published in English and informed by PRISMA guidelines. Five identified qualitative articles were assessed for quality and underwent data extraction. Data were analysed using Thematic Synthesis through NVivo12. Results identified themes that included: first, external barriers, for example, financial means and prejudice. Second, internal barriers such as negative parent ideals and culture. Third, external facilitators, for example, school support, teacher support and parent participation. Last, internal facilitators such as parent motivation along with parent and educator hopes and experiences. This review has the potential to inform ECE educators, settings, stakeholders and policymakers in understanding the lived experiences of GRT families, what facilitators can do to ensure greater uptake and engagement with ECE and what barriers are present in order to create pathways of change for Europe's largest minority group. Context and implications Rational for this study This study was conducted because Gypsy, Roma and Traveller (GRT) families across Europe engage with early childhood education (ECE) at significantly lower rates than the majority population, yet little research has worked to synthesise both barriers and facilitators in an effort to understand this phenomenon. Why new findings matter The findings matter because they consolidate limited evidence while also emphasising how equity, access, inclusion and participation combined shapes engagement in early childhood education. Implications for education practitioners, policy makers and researchers Implications are relevant for practitioners, policy makers and researchers. For ECE practitioners this review emphasises the importance of culturally responsive pedagogy, inclusive curriculum and community‐school relationships as strategies to cultivate trust and partnership with GRT families. For policy makers, it demonstrates the need for clarity, resourcing and accountability in national strategies to ensure European policy is implemented meaningfully and effectively at local levels. For researchers, the findings present significant gaps requiring cross‐national comparisons, longitudinal studies and participatory approaches that centre GRT voices in shaping future ECE policy and practice.