Language, culture and education: exploring Middle Eastern refugee mothers’ perspectives on navigating Australian schools

Purpose This study aims to explore the experiences and challenges faced by Middle Eastern refugee mothers in engaging with their children’s schools in regional Australia. Design/methodology/approach This qualitative study is underpinned by Berry’s (1986) acculturation model and Bronfenbrenner’s (1979) ecological systems theory. Semi-structured interviews were conducted with 21 refugee mothers from Afghanistan, Syria and Iraq in regional Australia to explore their engagement with their children’s school and their adaptation to Australian culture. Findings The findings of this study indicate that limited language proficiency, inadequate access to interpreters and multiple degrees of differences between the heritage and host cultures impact mothers’ engagement with their children’s schools in regional Australia. Practical implications The findings emphasise the urgent need for accessible interpreters in regional Australian schools. The provision of tailored support through the inclusion of multilingual staff, cultural liaisons and collaboration between refugee resettlement organisations and schools can help alleviate the potential isolation and marginalisation of refugee mothers both within the school and the broader regional Australian community. Originality/value This study highlights significant aspects that hinder Middle Eastern refugee mothers’ engagement with their children’s schools in regional Australia. It amplifies the voices of marginalised women from underrepresented contexts and acknowledges their vital roles as mothers within the host community.