The population of refugees and immigrants in Iceland continues to grow as in many other Nordic countires. Schools, school personnel, and different educational institutions have crucial impacts on their academic and social achievements (Rafik Hama, 2020). It is essential to gain understanding of the role of educational institutions in the academic and social success of these populations. Previous researches have shown the result of different factors that lead to the immigrant students dropping out of school, such as, not valuing school and having poor relationships with teachers and peers (Makarova &Herzog, 2013). Studies indicated as well that despite the optimistic future plans that these students may have when entering the school, there is evidence of immigrant status on students’ educational aspiration and chances to further their education. The paper derives from a research on Experiences and expectations of successful immigrant and refugee students while in upper secondary schools in Iceland. The main objectives of the dissertation were to identity factors that support the academic and social success of young immigrants and refugee students in upper secondary schools in Iceland, sharing their experiences and applying them in different learning spaces. The empirical material consists of interviews with 27 male and female immigrant and refugee students. The participants were either registered in one of the three upper secondary schools chosen for this study or had recently completed their degrees. The theoretical material is based on critical multiculturalism, focusing on challenges in modern societies, cultural rights, and participation of minority groups. Critical multiculturalisim valorises equity and social justices in education and incorporates the idea that all students should be provided with equal opportunities to learn (Banks, 2007). The study also examines the theoretical framework of contact zones and safe spaces. In so doing, it provides an understanding of a theory of participation and distancing in cultural, linguistic and religious encounters (Pratt,1991). Findings show that young immigrant and refugee students’ academic and social success depended to a large extent on their school’ role, such as flexibility and inclusivity of their learning spaces. Students felt motivated, and identified the characteristics of their schools that contributed significantly to their academic achievement, with teachers who cared, listened, had high expectations for them and acknowledged their various backgrounds and needs. Many students credited their academic and social success to the positive and flexible school environment and the outside community as well.

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