a study of Education Interruption: Afghan refugee’s educational challenges and expectations in Norway

Abstract

Education plays a crucial role in personal and societal development; however, inadequacies in study practices and interruptions in the learning process can pose significant challenges for individuals. This thesis explores the educational challenges faced by Afghan refugees in Norway, a context shaped with the focus of the educational gap, cultural differences, support and integration. Using a mixed-theoretical framework, the research combines quantitative data from national education statistics with qualitative interviews of Afghan refugee students, their families, and educators. The findings reveal several critical issues, including the detrimental effects of education gap on students’ performance, language acquisition difficulties, cultural dislocation and social inclusion, and the other issues inside and outside schools. Furthermore, this study identifies how existing educational frameworks may fall short in accommodating the unique needs of Afghan refugees, leading to underperformance and disengagement. The analysis highlights the importance of tailored educational strategies that foster inclusivity and support emotional well-being, while also emphasizing the role of community engagement in promoting successful integration. Recommendations include policy adjustments to enhance language support, culturally responsive teaching practices, and increased collaboration between schools and refugee organizations. Ultimately, this research contributes to a deeper understanding of the educational landscape for Afghan refugees in Norway and proposes pathways to improve their educational outcomes and integration experiences.