Refugee and Migrant Children’s Views of Integration and Belonging in School in Ireland – and the Role of Micro- and Meso-level Interactions
This article focuses on micro-and meso-level interactions and their importance to experiences of belonging and socio-educational integration for migrant children. It explores outcomes from qualitative research in Ireland conducted as part of a European research project investigating the socio-educational integration of refugee and migrant children in schools.
