Educational Integration of Refugees and Newly Arrived Immigrants

Institutional Contexts and Their Relevance
It explores the institutional conditions for the educational integration of refugees and newly arrived immigrants (particularly access to education, academic achievement, and attainment) across different host countries, including Australia, Canada, France, Germany, Greece, Italy, and Sweden.

This open access edited volume brings together original perspectives on the important topic of educational integration of refugees and newly arrived immigrants and discusses implications for policymakers and practitioners. It highlights that, despite significant migration movements in recent years, the body of research addressing school integration processes and the role of regulations and laws remains limited. These factors are considered important for early adaptation, long-term acculturation, and the overall integration of newly arrived immigrants.

 The volume brings together qualitative and quantitative studies on educational participation in primary and secondary education as well as in vocational education and training. It also examines the challenges involved in acquiring second-language proficiency and achieving success across a range of school subjects. It explores the institutional conditions for the educational integration of refugees and newly arrived immigrants (particularly access to education, academic achievement, and attainment) across different host countries, including Australia, Canada, France, Germany, Greece, Italy, and Sweden. It offers valuable insights and discusses potential implications for researchers studying educational opportunities of immigrant youth, as well as for policymakers and policy advisors.

Contributor: Oliver Winkler (Edited by), Melanie Olczyk (Edited by)

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