Understanding the Educational Experiences and Mental Wellbeing of Refugee Students

This thesis explored the educational experiences of refugee students and the impact of these experiences on their mental wellbeing. Section one presents a systematic literature review examining teachers’ attitudes and perceptions of refugee students, how these attitudes are formed, and their impact on refugee students’ wellbeing. Twenty-three papers were synthesised, identifying three predominant perceptions of refugee students: as adaptable and resilient, as disruptive and burdensome, or as vulnerable and in need of care. Language, culture, peers and social integration, and educational practices and systems were recognised as key factors shaping teachers’ attitudes, which in turn facilitated or constrained refugee students’ sense of belonging and psychological wellbeing. Section two reports an empirical qualitative collective case study exploring the experiences of refugee students in UK secondary schools and colleges. Semi-structured interviews were conducted with three students, and for each student, a family member and teacher. Data were analysed using reflexive thematic analysis, triangulating perspectives within each case study, and conducting cross-case comparisons. Schools and colleges were experienced as stabilising environments when they fostered safety, supportive relationships, and inclusive school cultures. Key enablers of wellbeing included language support, relationships with trusted adults, and a whole-school ethos of welcome. Findings also highlighted refugee students’ agency in shaping their educational experiences through their aspirations and engagement with their school environments. Section three presents a critical appraisal reflecting on the methodological, ethical, and reflexive considerations across the research process. This includes reflections on the researcher’s positionality and implications of conducting research within complex socio-political contexts in relation to migration. Finally, section four includes the ethics application and supporting documents. Overall, the findings highlight the central role of educational environments in shaping refugee students’ wellbeing and sense of belonging, offering recommendations for practice and policy to promote inclusivity and asset-based perceptions of young refugees.