Extensive research from various perspectives and disciplines has consistently highlighted the importance of friendship for both individual well-being and social cohesion (Spencer & Pahl, 2007). Numerous studies emphasize social ties as a key factor in the integration of immigrant and refugee populations (Decieux & Mörchen, 2016). Additionally, research has shown that interethnic friendships in educational settings can enhance the sense of belonging for minority students. However, merely having a diverse school environment is not sufficient to foster strong interethnic bonds (Van Houtte & Stevens, 2009). Other studies underline the importance of intra-ethnic friendships for well-being and identity development (Hoare, 2019).

Despite this, there is a clear gap in research regarding the friendship dynamics of migrant girls (first- or second-generation), particularly during emerging adulthood (18–25 years old). This communication is part of the #FriendsMatter Project, funded by the Spanish National R&D Plan, which seeks to address this gap. The project’s main objective is to examine the types of social interactions that shape the friendships of immigrant and ethnic minority women in emerging adulthood and explore whether these interactions equip them with skills and strategies to navigate social integration in the host society.

This paper specifically explores the formation of migrant girls’ friendships from childhood and adolescence into emerging adulthood within educational contexts (primary, secondary, and post-compulsory education). We analyze the conditions that facilitate or hinder these friendships, including the role of teachers and other educational agents. Additionally, from both retrospective and present perspectives, we examine how these friendships influence their sense of belonging, academic expectations, and overall social integration.

Understanding the specific experiences of migrant girls within the broader European framework is crucial to designing policies and interventions that effectively promote integration, belonging, and equal opportunities.

The #FriendsMatter Project is primarily a qualitative study employing a combination of data collection techniques, including communicative focus groups, analysis of social interactions on social media, and longitudinal narrative interviews. For this particular contribution, we conducted semi-structured interviews with 60 girls from different backgrounds: • Roma: Participants may hold Spanish nationality (as a national minority) or self-identify as Roma or any subgroup within this term. • Arab/Muslim: Participants may hold Moroccan or other nationalities. • Latina: Participants may be from Colombia, Venezuela, Honduras, Peru, Ecuador, or other Latin American countries. • Asian/South-Asian: Participants may be of Chinese or other Asian nationalities. The participants, aged 16–25, reside in various Spanish regions (Andalusia, Madrid, Valencia, and Catalonia). They were recruited through social organizations and a snowball sampling strategy. The data was analyzed based on key analytical dimensions identified in the scientific literature, incorporating both the transformative and exclusionary dimensions proposed by the communicative research methodology.

Our findings shed light on the processes of friendship formation within educational settings. Nearly all the girls interviewed reported experiencing discrimination and challenges in feeling integrated or making friends at school. However, friendships were identified as fundamental to their educational and professional aspirations, personal well-being, identity development, and sense of belonging. The study highlights specific aspects of both intra-ethnic and intercultural friendships. The findings confirm the significant role of schools in fostering friendships but also stress the importance of social connections outside the school environment, aligning with previous research (Lessard et al., 2016). Additionally, our study underscores the crucial role of educators in shaping students’ social experiences. Among the key conclusions, we emphasize the implications for educational policies and practices. Understanding how friendships influence migrant girls' social integration and academic trajectories can inform more inclusive educational strategies

Decieux, J. P. P., & Mörchen, L. (2021). Emigration, Friends, and Social Integration: The Determinants and Development of Friendship Network Size After Arrival (pp. 247–264). Springer, Cham. https://doi.org/10.1007/978-3-030-67498-4_14 Hoare, R. (2019). ‘I can only be properly myself when I’m with her’: Early adolescent intra-ethnic immigrant group friendships as a safe space for identity exploration, negotiation and validation. Childhood, 26(2), 202-220. Lessard, L. M., Kogachi, K., & Juvonen, J. (2019). Quality and stability of cross-ethnic friendships: Effects of classroom diversity and out-of-school contact. Journal of youth and adolescence, 48, 554-566. Spencer, L., & Pahl, R. (2007). Rethinking friendship: Hidden solidarities today. Princeton University Press. Van Houtte, M., & Stevens, P. A. (2009). School ethnic composition and students' integration outside and inside schools in Belgium. Sociology of education, 82(3), 217-239