Syrian refugee pupils’ experiences of education, support systems, and community in Northern Ireland

The findings were analysed using Interpretative Phenomenological Analysis which yielded four major themes that reflected previous research in this field. Educational Support and Barriers captures the role of the supportive teacher and the impact of the language barrier on socialisation and communication. Family Connectedness discusses the importance of the family and acknowledges that children undertake parental roles.

Social Relationships looks at group divisions, the preference for friendships with Syrian peers and a desire for friendships with English-speaking peers.<br><br>Places of Belonging describes Northern Ireland as a safe place in contrast to previous host or home countries. Implications for Educational Psychology practice and recommendations are also discussed,<br>as well as a personal reflection and directions for future research.