Migration to Iceland has grown rapidly in recent years, including asylum-seekers and refugees. This paper explores the trajectories of Syrian and Iraqi refugee families during their time of migration and resettlement in Iceland. The aim of the research is to explore how six refugee families from Syria and Iraq who resettled in Iceland in 2016-2020 have managed to adjust to their new social, cultural and educational context and what challenges and opportunities they have faced during these transitions. These families have children at different ages and have experienced the different levels of the education systems with their children. 

The research questions are:

1. How have the six Syrian and Iraqi refugee families adjusted to their new social, cultural and educational contexts?
2. In what way has their social and cultural capital enabled their adjustment?
3. How have the intersections of their overlapping identities such as gender, race, disability and class shaped their trajectories and their experiences of adjustment?

The paper derives from the research project, A Part and Apart? Education and social inclusion of refugee children and youth in Iceland (ESRCI) which aimed to critically explore the inclusion of refugee children and youth at pre-, compulsory and upper secondary levels and the structures created for their learning and wellbeing in their social and educational settings. 

The theoretical background draws on Bourdieu’s (1991) concept of social and cultural capital to analyse how refugee families negotiate unfamiliar social fields, including educational institutions, labour markets, and local communities. Complementing this perspective, Crenshaw’s (1989) intersectionality framework illuminates how multiple, overlapping identities such as gender, race, disability, and class shape the differentiated experiences of refugees. Together, these frameworks illuminate the structural and relational dynamics that produce uneven inclusion and differentiated opportunities for participation among refugees. They also emphasise the need to account for the multidimensional nature of refugee identities when examining integration processes, particularly in relation to access to education, participation, and other essential forms of support.

This research is a multiple case study of six refugee families from Syria and Iraq who resettled in Iceland in 2016-2020. Methods included semi-structured in-depth interviews with the parents, as well as their older children (age 12 and onwards). Furthermore, language portraits and value cards were used to initiate discussion about languages and values with the older children (age 12 and onwards) in the families. Data were collected in places of the families and youth’s choice, such as in their home, in school or community settings. The research was carried out in accordance with the Data Protection Authority, the Act no. 90/2018 on Data Protection and the Processing of Personal Data, and the Code of Research Ethics for Public Higher Education Institutions (2020). The study employed reflexive thematic analysis as outlined by Braun and Clarke (2006, 2021), a qualitative analytic method used to identify and interpret meaningful patterns or themes across the data. Our thematic analysis sought to understand how the parents and youth made sense of their experiences and how these meanings relate to the research questions.

Findings indicate that the refugee families generally have positive experiences of their resettlement in Iceland, although numerous obstacles have appeared in their trajectories, often related to cultural, social, educational and religious differences. These include differences in religion and religious practices, new roles of family members and difference in educational approaches in the children’s schools. The families expressed overall satisfaction with their lives in Iceland, describing a sense of safety, stability, and access to valuable services, yet they also reported a number of ongoing cultural, religious, and bureaucratic challenges. Although they were pleased with the Icelandic school system and the support their children received, parents simultaneously held high educational expectations shaped by hopes for long term security and opportunity. In relation to services, families appreciated the assistance available to them but noted difficulties with processes such as acquiring citizenship and travelling to certain countries, including former places of residence like Lebanon or Jordan. Additionally, participants highlighted cultural tensions surrounding lifestyle norms in Iceland, particularly regarding intergenerational expectations, such as the Icelandic practice of young adults leaving home at 18, which contrasts with their preference for maintaining close family cohesion. The findings are consistent with previous research showing that refugee families encounter a range of challenges during resettlement, including the loss of social and familial networks, structural discrimination, and a diminished sense of role and status. Families are required to navigate unfamiliar situations and responsibilities, and many experience social isolation in Iceland (Ragnarsdóttir & Hama, 2018). Although some parents expressed doubts about the quality of education in Iceland, they simultaneously observed that their children were performing well in school and reported feeling satisfied with their progress. While parents reflected on the loss of previous roles and social standing, they also noted that they had begun to develop new social networks in Iceland (Ragnarsdóttir & Hama, 2023).

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