This study explores how trust develops among resettled Syrian and Iraqi refugees in Icelandic educational institutions, emphasizing cultural influences, communication challenges, and the role of community mediators. Researchers have long examined the relationship between trust in institutions and social cohesion (Putnam, 2000). Educational institutions serve as both sites of learning and vital social infrastructures, playing a key role in resettlement. We contribute to the literature on refugees and trust by investigating Syrian and Iraqi families in Iceland, a high-trust society (Andreasson, 2017), and examining how cultural backgrounds shape trust-building in educational settings. Our key research questions include: How does trust (both macro and micro) manifest in the experiences of resettled refugees in small Icelandic communities? How can educational institutions improve communication and practices to foster trust? Our study draws on interview data from the project “Apart and a Part: Resettling Syrian and Iraqi Refugee Children in Icelandic Society (2023–2026)”, funded by Rannís, the Icelandic Centre for Research. We conducted 120 interviews within the project with refugees and stakeholders. Additionally employing child-friendly methods. Studies on trust in the Nordic region (Andreasson, 2017) and the Middle East (Spierings, 2019) provide context, as refugees from the Middle East often report lower trust levels than those in Nordic countries, particularly due to war and displacement (Essex et al., 2021). Our initial findings suggest that educators and social service providers in small communities often balance dual or multiple roles, blending professional and personal relationships. However, service professionalization and availability remain inconsistent in rural areas. Mistrust toward authorities is often reinforced by fear and inadequate communication. Acknowledging the knowledge and experiences of newcomers, alongside better-informed staff, may help foster trust.

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