Abstract
<jats:p><p><strong>Context and relevance.</strong> The low educational outcomes of students with a migrant background in Russia may be attributed to a number of factors, including biased attitudes and expectations of teachers. <strong>Objective. </strong>This study aims to summarize the findings of research on the determination of academic achievement of children with a migrant background by teachers' attitudes and expectations, as well as the potential ways to influence this process. <strong>Methods and materials.</strong> Based on a developed model of the formation of teachers' attitudes and expectations and their impact on the outcomes of students with a migrant background, a selection and review of quantitative studies from the period 2010&ndash;2024 (33 articles) was conducted. <strong>Results.</strong> Many studies note that teachers demonstrate biased attitudes and low expectations towards children with a migrant background. These attitudes are shaped by stereotypes about migrant status, race, or ethnic group and manifest in teachers' practices, primarily in grading, disciplinary actions, and recommendations on educational trajectories Attitudes and expectations of this type have more often significant negative and less often neutral effects on the academic performance of students with a migrant background, the nature and strength of which may depend on a number of factors, including the student's sex, ethnic group, country and institutional context. Mitigating their negative impact can be achieved by raising teachers' awareness of the influence of stereotypes, providing guidelines for using objective assessment criteria, increasing attention to students, fostering high expectations, and introducing incentive payments for teachers based on the success of students with a migrant background. Understanding the factors shaping academic achievement of children with a migrant background and the possibilities of managing this process is important for modern Russian school.</p></jats:p>