Listening to the experiences of students from refugee backgrounds in Irish post primary schools: implications for schools

Abstract

This study sought to gain an in-depth understanding of the lived experiences of refugee youth regarding their education in Ireland. By listening to the experiences of the young people, the study aimed to identify supportive and hindering factors within education. This article draws on data from a qualitative Interpretative Phenomenological Analysis study which explored the experiences of education for refugee youth. Semi-structured interviews were conducted in 2021 with nine post primary school students in the Republic of Ireland, all of whom were of first generation refugee or asylum seeker status. While several broad themes were identified within the research, the theme considered in this article is the young people’s perceptions of ‘How does school work?’. Issues pertaining to school policy, practices, and concerns around flexibility, the impact of varied supports, and the role of teachers are explored. The findings highlight teachers’ limited understanding of these students’ experiences and also the value of sustaining first languages while adapting to life in Ireland. The findings extend the limited empirical literature on educational experiences of refugee youth from their own perspective and have implications for practice, professional learning and policy in the Irish context.