Adolescent Wellbeing and Educational Aspirations: Access and Equity for Students from Refugee Backgrounds in Countries of Resettlement

Millions of people worldwide are currently experiencing internal or external displacement due to war, persecution, or issues relating to climate change, such as famine. Resettlement can provide opportunities for education and employment which support wellbeing for people who have had this refugee experience, but there can be considerable cultural, linguistic, personal, and systemic obstacles to access. Education systems in high income resettlement countries can be a key point of connection for young people and their families, providing links to services, building a sense community, and promoting wellbeing. Educational institutions can therefore improve wellbeing and pathways to citizenship for these young people and families by addressing systemic iniquities. This study used a mixed-methods approach to explore the current experiences of education for young people from refugee backgrounds studying in South Australia, with a view to improve these experiences through systemic change over time. In the first phase of the project, refugee background youth, aged 15-24, were invited to participate in a survey. 600 youth from three key regions – Africa, the Middle East and South Asia – completed the survey. Bicultural staff worked with young people from the same or similar ethnic backgrounds to support survey completion face-to-face, providing cultural and linguistic support where relevant. This paper discusses the findings of these quantitative data, with a particular focus on current experiences of young Australians from refugee backgrounds as they transition from school and on to further education, training or employment. Key findings examine how young people access and participate in education, and some of the barriers to access and engagement