Children’s experiences of migration to the United Kingdom and adaptation in British primary schools: An Interpretative Phenomenological Analysis study

The United Kingdom (UK) is a culturally diverse society, which has witnessed an increase in migration over the years. Despite this, not enough is known about migrant children’s experiences from their perspective, particularly those in primary schools. This research explored first-generation migrant children’s experiences of migration to the UK and adaptation in primary schools. This study aimed to gain insight how children make sense of the migration process, and the role school plays in their adaptation. By providing an opportunity for children to tell their stories, the study also aimed to provide a platform for their voices to be heard. Seven migrant children, aged between 6 to 11, were recruited through purposive sampling from primary schools in an inner-London borough. Semi- structured interviews were used to collect data and interpreters were used where necessary. Drawings were incorporated in the interview process as a stimulus for discussion. The data collected was transcribed and analysed using Interpretative Phenomenological Analysis, to provide an in-depth exploration of individual children’s experiences, while also allowing for similarities and differences across their experiences to be explored. Five Group Experiential Themes were identified from participants’ experiences: ‘Migration: The Move, The Journey and Sense- Making’, ‘Life in the UK’, ‘Relationships: Loss, Changes and a Key to Adaptation’, ‘Adjusting to a New Linguistic Context’, ‘School Adaptation: Interconnection of Language, Social Factors and Learning’. Findings are presented then considered within the context of relevant literature and theoretical frameworks. Implications for migrant children and their families, schools and Educational Psychologists are discussed, alongside the study’s limitations and areas for future research.