Determinants of Refugee Children’s Self-Perceived Educational Performance: A Comparative Study of Lebanon, Turkey, and Australia
This study investigates how differing educational frameworks across Lebanon, Turkey, and Australia influence the perceived educational performance of Syrian refugee children. The legal status granted to refugees in each country fundamentally shapes their respective education systems’ responses. In L...
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| Format: | Article |
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MDPI AG
2025-07-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/14/7/440 |
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| author | Maha Shuayb Mohammad Hammoud |
| author_facet | Maha Shuayb Mohammad Hammoud |
| author_sort | Maha Shuayb |
| collection | DOAJ |
| description | This study investigates how differing educational frameworks across Lebanon, Turkey, and Australia influence the perceived educational performance of Syrian refugee children. The legal status granted to refugees in each country fundamentally shapes their respective education systems’ responses. In Lebanon, refugees are generally classified as temporarily displaced persons, resulting in an emergency-based approach to education for the approximately 500,000 Syrian children present. By contrast, Australia has offered permanent resettlement opportunities to selected Syrian refugees, integrating them directly into mainstream schools. Turkey, meanwhile, has progressively shifted from emergency-based measures to policies oriented toward long-term integration. This research is based on survey data from 1298 Syrian refugee children across the three contexts. Findings from ordered probit regression analyses indicate that, beyond the legal duration of residency and the prevailing educational policy model (emergency versus long-term integration), variables such as the extent of educational segregation, the availability of preparatory and language support programmes, and the socioeconomic status of families are also pivotal in shaping students’ self-perceived academic performance. |
| format | Article |
| id | doaj-art-6aa38e768b8a40c39cecd5c3af4fcd4a |
| institution | Kabale University |
| issn | 2076-0760 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj-art-6aa38e768b8a40c39cecd5c3af4fcd4a2025-08-20T03:56:49ZengMDPI AGSocial Sciences2076-07602025-07-0114744010.3390/socsci14070440Determinants of Refugee Children’s Self-Perceived Educational Performance: A Comparative Study of Lebanon, Turkey, and AustraliaMaha Shuayb0Mohammad Hammoud1Centre for Lebanese Studies, Beirut P.O. Box 13-6439, LebanonCentre for Lebanese Studies, Beirut P.O. Box 13-6439, LebanonThis study investigates how differing educational frameworks across Lebanon, Turkey, and Australia influence the perceived educational performance of Syrian refugee children. The legal status granted to refugees in each country fundamentally shapes their respective education systems’ responses. In Lebanon, refugees are generally classified as temporarily displaced persons, resulting in an emergency-based approach to education for the approximately 500,000 Syrian children present. By contrast, Australia has offered permanent resettlement opportunities to selected Syrian refugees, integrating them directly into mainstream schools. Turkey, meanwhile, has progressively shifted from emergency-based measures to policies oriented toward long-term integration. This research is based on survey data from 1298 Syrian refugee children across the three contexts. Findings from ordered probit regression analyses indicate that, beyond the legal duration of residency and the prevailing educational policy model (emergency versus long-term integration), variables such as the extent of educational segregation, the availability of preparatory and language support programmes, and the socioeconomic status of families are also pivotal in shaping students’ self-perceived academic performance.https://www.mdpi.com/2076-0760/14/7/440perceived educational performancerefugee studentseducation in emergencyeducation provisionslegal settlementLebanon |
| spellingShingle | Maha Shuayb Mohammad Hammoud Determinants of Refugee Children’s Self-Perceived Educational Performance: A Comparative Study of Lebanon, Turkey, and Australia Social Sciences perceived educational performance refugee students education in emergency education provisions legal settlement Lebanon |
| title | Determinants of Refugee Children’s Self-Perceived Educational Performance: A Comparative Study of Lebanon, Turkey, and Australia |
| title_full | Determinants of Refugee Children’s Self-Perceived Educational Performance: A Comparative Study of Lebanon, Turkey, and Australia |
| title_fullStr | Determinants of Refugee Children’s Self-Perceived Educational Performance: A Comparative Study of Lebanon, Turkey, and Australia |
| title_full_unstemmed | Determinants of Refugee Children’s Self-Perceived Educational Performance: A Comparative Study of Lebanon, Turkey, and Australia |
| title_short | Determinants of Refugee Children’s Self-Perceived Educational Performance: A Comparative Study of Lebanon, Turkey, and Australia |
| title_sort | determinants of refugee children s self perceived educational performance a comparative study of lebanon turkey and australia |
| topic | perceived educational performance refugee students education in emergency education provisions legal settlement Lebanon |
| url | https://www.mdpi.com/2076-0760/14/7/440 |
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