This paper discusses the initial findings from the research project, A Part and Apart? Education and social inclusion of refugee children and youth in Iceland (ESRCI). The aim of this paper is to explore the academic experiences of children and youth from refugee backgrounds at compulsory and upper-secondary school levels in Icelandic education, focusing on educational and extracurricular activities that facilitate language learning and language use. The research question is: - How do Syrian and Iraqi children and youth, along with their teachers describe the role of education and extracurricular activities in language learning? The theoretical framework draws on language use and language learning concepts such as diglossia, plurilingualism, translanguaging, and multilingual language contexts, presenting critical multilingual awareness and linguistic and cultural collaboration as a comprehensive educational framework. The framework emphasizes the importance of utilizing cultural and linguistic resources of teachers, students, and their families as essential elements for thriving in a multilingual and multicultural society (Prasad & Lory, 2020; Nieto, 2010; Banks, (2009). Building on the insights of Burns (2008), who stresses the importance of proficiency in the dominant language, this work recognizes schools as central places of language teaching and learning and key facilitators of inclusion for children and youth with refugee backgrounds. The data was collected in interviews with four compulsory schools - two compulsory schools in rural areas and two in urban areas with ten children and youth (ages 16 to 24) and four teachers who have taught these students. Multiple case studies were conducted, and emancipatory approaches regarding youth were implemented, such as language portraits and value cards (Stake, 2005; Flick, 2006; Muller, 2022). The preliminary findings indicate that children and youth from Syria and Iraq face challenges in maintaining their heritage languages while learning Icelandic. Key factors influencing these processes include teaching methods, feelings of inclusion, peer and teacher-student relationships, and adaptation to a new cultural context play a significant role. Children and youth who feel excluded may lack motivation which affects their academic and social growth. Despite facing challenges, many of these children demonstrate resilience as they progress well in their studies, participate in school, and engage in various extracurricular activities.

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