“Sharing Heritage Makes People less Lonely” – Integration of Heritage Activities and Social Work With Migrant Children and Teenagers in Sweden

Background: Children and teenagers with a migrant background often experience a stressful sense of "in-betweenness," navigating between the heritage of their country of origin and that of their new country. Integrating elements from both cultures can foster a positive identity and enhance a sense of belonging-defined as feeling included, secure, and connected. Belonging is especially important during adolescence, a period marked by transition and identity formation. Methods: This study explores how cultural heritage may be incorporated into social work with migrant children and teenagers. The study was conducted in Angered, a diverse district of Gothenburg, Sweden, and is based on qualitative interviews with ten social workers who work with migrant children and teenagers. Using thematic analysis, three main themes were generated: Community and relationships, Integrating heritage, and Ask, listen, try. Results: The participants emphasized the importance of supporting young people's connections both to the heritage fo their families' countries of origin and the Swedish heritage. Heritage activities - not leats holiday celebrations and food traditions - were seen as bridges between cultures that could mitigate a sense of in-betweenness. While many youths feel pride and belonging within their local neighborhood, this can sometimes limit their identification with the broader city and society. The participants therefore strive to broaden perspectives and counteract stereotypes by creating opportunities for interaction across backgrounds. Integrating heritage from both the country of origin and Sweden was viewed as essential for positive identity development. Young people should not feel pressured to choose one culture but instead be supported in "mixing heritages" to form unique identities. Activities like sports and creative expressions were also considered valuable, as they enable participation regardless of language proficiency. Conclusion: Heritage activities can be integrated into social work with migrant children and teenagers, which increases the opportunities to provide culturally responsible interventions. Social workers should approach the children and teenagers as cocreators of activities asking them and their families about their needs and ideas, while also guiding them toward new opportunities. By proactively incorporating heritage into social work, practitioners can mitigate stressful experiences of in-betweenness, strengthen belonging, and build trust in social services.