Developing a Sense of Belonging Among Immigrant Students: The Case of Iceland

This article employs a case-study approach to explore how immigrant populations, particularly children and youth, develop a sense of belonging within Icelandic society, with a focus on the educational system. Iceland offers a unique context due to its relatively recent immigration history, small population, and comprehensive yet homogenous educational system. By analysing secondary data, including statistics from Statistics Iceland and OECD reports, as well as qualitative insights from academic and institutional studies and media, this research examines the interplay between societal attitudes, educational policies, and immigrant experiences. The article highlights the opportunities and challenges inherent in fostering belonging among immigrant students in a rapidly diversifying society. Iceland's comprehensive school system, which emphasises inclusivity and equal access, provides a foundation for integration. However, significant barriers remain, including language acquisition challenges, social isolation, and uneven policy implementation. Furthermore, the article warns against the potentially harmful effects of increasingly critical political and public discourse around immigration, which risks undermining efforts to foster inclusion and belonging. This article underscores the importance of educational systems as central spaces for cultivating belonging and inclusion, offering lessons applicable to other countries navigating similar demographic changes.