This paper examines migrant integration within the education systems of Finland, Sweden, and Scotland. It begins by exploring their distinctive approaches, in terms of policy, practice, and outcomes for migrant students’ schooling experiences and learning. The Scottish case is examined in more detail, drawing on findings from a recent study on the experiences and outcomes of young migrants within secondary schools. The mixed methods, longitudinal research sheds light on the ways migrant background, socio-economic disadvantage, and geographical location can intersect to create distinct experiences for young migrants. It highlights the complexity of migrant integration within a small but increasingly diverse country and raises questions for both policy makers and practitioners. This research also highlights the importance of looking beyond national boundaries to engage in comparative research on the important issue of migrant integration. We will discuss how this interaction is similar or different across the different systems identified in different countries ranging from targeted preparation of migrant students in separate provision in Finland to support within the mainstream provision in Scotland and a combination of the two approaches in Sweden. We discuss the Scottish findings against the backdrop its policies of migrant education (Sime, 2018) and in comparison to the insights from the studies conducted in Sweden and Finland to consider the similarities and differences and how they can relate to the countries’ different policies and systems.

Sime, D. (2018). Educating migrant and refugee pupils. In T. Bryce, W. Humes, A. Kennedy, & D. Gillies (Eds.), Scottish Education (5th ed.). Edinburgh University Press