Learner identity and belonging: inclusive education for newly arrived migrant students in Sweden
DOI:
https://doi.org/10.47197/retos.v73.117636Keywords:
Educational belonging, inclusive education, learner identity, migrant students, Physical EducationAbstract
Introduction: The education of newly arrived migrant students in Sweden requires an understanding of how their identities are shaped in relation to school reception and transition. Recognition, trust, and belonging play a central role in their educational experiences.
Objective: The study aimed to identify the factors that influence the formation of learner identities and support successful transitions for newly arrived students within Sweden’s education system.
Methodology: The research combined meta-ethnography with interview narratives developed in extended research conversations with students enrolled in introductory upper-secondary school programs in Sweden.
Results: The findings showed that experiences of positive encouragement, belief, and trust contributed to the students’ personal growth and learning, strengthening their sense of self-efficacy. In contrast, mistrust, institutional barriers, and exclusion created obstacles to their integration and progress. Results indicate that PE provided newly arrived students with opportunities to participate, demonstrate skills, and gain recognition independent of language proficiency. These experiences fostered self-efficacy, social integration, and the development of dynamic learner identities.
Discussion: The results reinforced insights from previous studies that emphasized the role of recognition and supportive relationships in fostering resilience and academic success among migrant learners. At the same time, they highlighted how systemic challenges continue to hinder full participation and how subjects such PE can minimize their exclusion.
Conclusions: The study concluded that seeing and treating migrant students as capable, hopeful, and resourceful individuals is essential for their self-efficacy and integration in the Swedish school system. Such recognition is a foundation for inclusive and culturally sensitive pedagogy that enables positive educational transitions.
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Copyright (c) 2025 Laid Bouakaz, Leila Benseddik, Laroussi Chemlali, Rachel Takriti, Zeineb Naouar, Dennis Beach
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