Z globalizacijo se povečuje število migracij po svetu, kar se občuti tudi v Republiki Sloveniji. Migracije vplivajo na vedno višje število priseljenih otrok v šolah. Posledično so razredi narodno in etnično mešani, kar učiteljem predstavlja izziv, kako načrtovati pouk in kako učence, katerih prvi jezik ni slovenski, vključevati v razred. Učitelji so primorani krepiti medsebojne odnose in se spoprijemati ter presegati odklanjajoče vedenje, kot so predsodki, ki krepitev medsebojnih odnosov negirajo. Spodbujati morajo pozitivne lastnosti, ki jih lahko prinaša stik več kultur, kot je na primer seznanjane z drugačnimi navadami ali pa z nepoznanim jezikom. Pri tem so pomembna stališča učiteljev do priseljencev, saj ti s svojimi pristopi vplivajo na mišljenje svojih učencev. Sprejetost v družbo je eden ključnih dejavnikov, da se posameznik lahko razvija in uči, zato je socialna vključenost potrebna za socialno in učno uspešnost. V magistrskem delu smo raziskovali, katere strategije uporabljajo profesorji razrednega pouka pri vključevanju učencev priseljencev ter preverili, kako učno in socialno uspešni so učenci priseljenci v slovenskih osnovnih šolah. Namen je oblikovati smernice za delo z učenci priseljenci, ki bodo učiteljem razrednega pouka olajšali spoprijemanje z izzivom vključevanja učenca priseljenca v razred. Te bodo koristile predvsem mladim učiteljem, ki se s temi izzivi srečujejo prvič. V teoretičnem delu smo opredelili naslednje pojme: medkulturnost, integracija, socialna sprejetost in učna uspešnost. Pregledali smo tudi člene v slovenski zakonodaji, ki se navezujejo na učence priseljence. Predstavili in opisali smo različne strategije, ki se jih profesorji razrednega pouka lahko poslužujejo pri vključevanju učencev priseljencev, in sicer priprava na prihod učenca priseljenca, strategije vključevanja in preverjanje uspešnosti vključevanja. Tukaj smo se osredotočili tudi na uporabo umetnostnih besedil, medvrstniške pomoči, slikovnih in videogradiv ter socialnih iger pri izvajanju različnih strategij. Poudarili bomo pa tudi pomen učiteljeve vloge na posameznika, ki pride v nepoznano okolje, ter povezavo med sprejetostjo in učnim uspehom. V empiričnem delu smo izvedli kvantitativno in kvalitativno raziskavo, in sicer smo s profesorji razrednega pouka izvedli anketni vprašalnik. Ugotovili smo, da učitelji zbirajo podatke o učencih priseljencih in se v večini na njihov prihod pripravijo s strategijami, ki pa so načelno usmerjene v razumevanje slovenskega jezika. Učitelji menijo, da so premalo izobraženi in da imajo pri pouku premalo časa, da bi se lahko vsakemu učencu priseljencu posvetili na širši ravni. Učenci, ki so sodelovali v intervjuju, so v večini dejali, da se v šoli počutijo sprejete in da so jih sošolci ter učitelji lepo sprejeli. Ugotovili smo, da so učenci, ki so socialno bolj vključeni pri šolskem delu, tudi uspešnejši. Globalization has led to an increase in global migration, which also affects the Republic of Slovenia. Migrations have an impact on the increasing number of immigrant children in schools. Consequently, classrooms are becoming more ethnically and nationally diverse, which poses a challenge to teachers in terms of lesson planning and integrating students whose first language is not Slovenian. Teachers are forced to strengthen interpersonal relationships and confront and overcome derogatory behaviors, such as prejudices, which undermine the development of positive mutual relations. They must encourage the positive aspects that can arise from the interaction of different cultures, such as becoming acquainted with different customs or unfamiliar languages. In this aspect, teachers' attitudes towards immigrants are crucial, as their approaches influence the opinion of their students. Social inclusion is a key factor for individuals to develop and learn, which is why both social and academic success depend on it. In my master's thesis, we studied the strategies used by primary school teachers to integrate immigrant students and examined the academic and social success of immigrant students in Slovenian elementary schools. The aim is to provide guidelines for working with immigrant students, which will make it easier for primary school teachers to cope with the challenge of integrating immigrant students into the classroom. These guidelines will be especially beneficial for young teachers who are encountering these difficulties for the first time. In the theoretical part, we defined the following concepts: interculturality, integration, social acceptance, and academic success. We also reviewed the articles in Slovenian legislation related to immigrant students. We presented and described various strategies that primary school teachers can use to integrate immigrant students, including preparing for the arrival of immigrant students, integration strategies, and assessing the success of integration. Here we focused on the application of various strategies through the use of creative texts, peer assistance, visual and video materials, and social games. We also emphasized the importance of the teacher's role for individuals entering a foreign environment as well as the link between acceptance and academic success. In the empirical part, we conducted a quantitative and qualitative research study, specifically with primary school teachers using a questionnaire. We discovered that teachers gather information on immigrant students and, for the most part, prepare for their arrival with strategies primarily aimed at understanding the Slovenian language. Teachers feel that they lack the education and time available for lessons necessary to devote themselves to each immigrant student at a broader level. The students who participated in the interviews mostly stated that they feel accepted at school and that their classmates and teachers have received them warmly. Additionally, we discovered that students who are more socially included typically perform better academically.