Research on Social Media and Minor Refugees Literature Review Due to global digitalization and migration, the function of digital media in the context of forced migration and its implications for young refugees' ability to cope with that migration comes into focus. Recent research refers to migrants being both "uprooted and connected" (Leurs, 2014, p. 89). Central findings in this context focus on (a) the "affective dimensions" (Leurs, 2014), (b) the coping strategies and opportunities connected with digital media usage, as well as 764438S MSXXX10.

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This article focuses the educational settings in the everyday life of young refugees in the context of distance education under the circumstances of the COVID-19 pandemic in Germany. It explores dimensions and intensifications of education-related digital inequality during this period in formal and non-formal educational settings. Based on ethnographic interviews with teachers, young refugees and social workers, different dimensions of inequality as well as interrelations between informal (leisure), non-formal (child and youth welfare) and formal (school) educational contexts for empowering the educational participation of young refugees, especially regarding online learning, are discussed. The empirical data show that during the period of distance education the specific needs of young refugees are only taken into account to a limited extent and thus increasing risks of exclusion from education emerge. Lack of technical access, media expertise, language skills and personal support turn out to be major challenges in enabling educational participation of vulnerable groups such as young refugees. Therefore, educational policy at federal and national level in Germany needs to outline a scheme on how to meet these challenges by further developing non-formal as well as formal educational support structures.