Inclusion of Syrian students in need of special support in Norwegian schools - a qualitative study with students and parents

Abstract

Despite the over-representation of immigrant children assessed as requiring special needs education, research into their social and educational experiences in the Nordics is limited. This qualitative study explored the experiences of five Syrian students in need of special support, and their parents in Norway. A thematic analysis was conducted using intersectionality theory and the social constructionist perspective. Analyses found that Syrian students had positive experiences at schools, with less academic pressure compared to their experiences in Syria, but poor peer relationships. Parents expressed varied emotions, including gratitude for not having to hide the special needs of their children, but uncertainty about how to seek help. Those conflicting feelings seemed to originate from the language barriers, different cultural traditions, and a limited understanding of the Norwegian educational system. Our findings contribute to the literature concerning the inclusion of immigrant students in need of special support and their families, emphasising the significance of culture, and advocating for their participation in both schools and research.