Refugee Youth and Transition to Further Education, Training, and Employment in Australia: Protocol for a Mixed Methods Study

Abstract

BackgroundYoung people with refugee experiences are widely acknowledged as encountering multiple disadvantages that affect their school completion and retention, university entry, and subsequent employment. This paper discusses the rationale for and protocol of a mixed methods investigation focusing on improving education and employment outcomes among refugee background youth aged 15 to 24 years from three focus regions: the Middle East (Afghanistan, Iran, Iraq, Syria), South Asia (Nepal, Bhutan, Myanmar/Burma, Pakistan) and Africa (Sudan, South Sudan, Liberia, Ethiopia, Somalia, DR Congo).ObjectiveThe rationale of the project is to identify the facilitators and barriers to successful transition from school to further education and employment; investigate participant awareness of support systems available when faced with education and employment difficulties; redress the disadvantages encountered by refugee background youth; and bridge the gap between research, policy, and practice in relation to social inclusion and participation.MethodsThe study involves collecting survey data from 600 youth followed by individual interviews with a subset of 60 youth, their parents/primary caregivers, and their teachers. A cross-sectional survey will assess facilitators and barriers to successful transition from school to further education and employment. Individual interviews will provide context-rich data on key issues relevant to education and employment outcomes.ResultsThe study began in 2016 and is due for completion by the end of 2019. The quantitative survey has been conducted with 635 participants and was closed in March 2019. The qualitative interview stage is ongoing, and the current total in April 2019 is 93 participants including educators, youth, and family members of the youth. Analysis and presentation of results will be available in 2020. Some preliminary findings will be available during the late half of 2019.ConclusionsThis project will contribute new and unique insights to knowledge in relation to key factors influencing education and employment outcomes among refugee youth. This research will enable effective planning for the needs of some of Australia’s most disadvantaged and marginalized young people, leading to a sustainable improvement in the education and employability of young refugees.International Registered Report Identifier (IRRID)DERR1-10.2196/12632

Ecologies of Resilience for Australian High School Students from Refugee Backgrounds: Quantitative Study

“…Data were collected collaboratively with support from the research team, industry partners, and bilingual workers. Details of this research project and the collaborative data collection process can be found in other publications [ 57 , 58 ]. In brief, data were collected in South Australia throughout 2017–2018: youth participants were presented with a survey in a paper format and were supported through informed consent processes by bilingual workers and/or interpreters where relevant.…”

Enhancing the development of refugee-background youth in Aotearoa New Zealand through non-formal education

“…Refugeebackground youth are often managing educational disturbances, a greater burden of caring or helping in their families which often includes supporting parents with childcare and translating for them at appointments (Changemakers Refugee Forum et al, 2011;Humpage, 2009;James, 2013), and coping with separation, loss or trauma (Cerna, 2019). They may also be adapting to a new education system, and an unfamiliar language and culture (Ziaian et al, 2019).…”

“…Poverty is a barrier to participation in activities that support PYD for refugee-background youth (Block & Gibbs, 2017;Child Wellbeing and Poverty Reduction Group, 2019;Deng & Marlowe, 2013;O'Connor, 2014;Willette, 2020) and reinforces social exclusion (Child Wellbeing and Poverty Reduction Group, 2019). For example, when researching refugee-background youth in Australia, Ziaian et al, (2019) found poverty had a greater impact than trauma on pathways to tertiary education or employment.…”

“…They can also help refugee-background youth broaden their perspectives on who they can become (Pink et al, 2020). School is a prime location for former refugee youth to build their identity and sense of belonging (Correa-Velez et al, 2010;Sampson & Gifford, 2010;Taylor & Sidhu, 2012;Ziaian et al, 2019). If refugee-background youth and their families do not feel included it impacts how they adjust and work towards their future goals (Reese, 2002).…”

“…If refugee-background youth and their families do not feel included it impacts how they adjust and work towards their future goals (Reese, 2002). A lack of encouragement from key people at schools can constrain refugee-background youth aspirations (James, 2013;Ziaian et al, 2019).…”