ACFC/44DOC(2012)001 rev society. In particular, the Advisory Committee has called on the authorities to take measures to improve public awareness of the languages and cultures of persons belonging to national minorities through school curricula. This should be done throughout the territory of the State Party rather than only in areas of traditional minority settlement. The Advisory Committee urges authorities to continue awareness-raising efforts developed through the media and in schools in order to promote and highlight the cultural and linguistic diversity of societies.34 This should include training of teachers and public officials, including the police, through the offer of inter- and multicultural as well as human-rights related training.35 2.2. Inter-relations between majority and minority language speakers 35. The Advisory Committee is concerned by increasing tensions and divisions on language-related issues, which can occur even in societies that are generally characterised by peaceful relations between persons belonging to different groups. The Advisory Committee finds it particularly worrying when linguistic divisions are used for political purposes and presented as a root cause for cleavages in society, and when intolerance based on linguistic affiliation is stirred up in political discourse. Such developments can harm good community relations for decades.36 36. Discriminatory policies and measures, namely in the field of education, are frequently justified by insufficient knowledge of the official language(s). In this context the Advisory Committee has condemned racially-motivated discrimination and segregation of Roma, and has called for measures that promote equal access to the learning of Romani as well as the majority languages for persons belonging to the Roma minority. The Advisory Committee also invites the authorities to take a more flexible approach with regard to persons belonging to the Roma minority who do not hold the citizenship of the state. They should consider, as relevant, allowing them to benefit from measures taken in respect of persons belonging to the Roma minority who are citizens, especially in the field of education.37 37. Special attention should be paid to the linguistic obstacles of persons belonging to some minorities regarding access to services which can in some instances amount to indirect discrimination. This can be the case for numerically small groups of speakers of languages with official status, for national minorities within the scope of the Framework Convention outside of their traditional settlement areas, as well as for speakers of languages without legal protection. 38. The Advisory Committee welcomes measures taken by the authorities in favour of the integration of migrant and refugee children in schools, particularly the promotion of mother tongue learning and inter-cultural teaching, and has encouraged them to step up such measures.38 The Advisory Committee notes that migrant children, due, inter alia to language barriers, can face difficulties in accessing education; this often leads to an over-representation in lower-level secondary schools and an under-representation in advanced levels of secondary and higher education. To improve the access and effective integration of these children in school, additional support measures are needed, such as intensive language classes, extra tuition and information, as well as awareness-raising measures for families. The Advisory Committee also welcomes the support of migrant families, and in particular of women with migrant background, through the provision of courses in the official language, counselling services and information. 34 Third Opinion on Hungary. First Opinion on Liechtenstein. 36 Third Opinion on Moldova; Third Opinion on the United Kingdom; Third Opinion on the “former Yugoslav Republic of Macedonia.” 37 Third Opinion on Germany; Third Opinion on Italy. Such practice was welcomed by the Advisory Committee in its third Opinions on Norway and Austria. 38 Third Opinion on Finland. 35 12