Exploring students’ school engagement in relation to migration status and parents’ educational level across diverse school contexts in Finland, Scotland and Sweden

Abstract

This study examined students’ school engagement in relation to their migration status and their parents’ educational level across diverse school contexts with different density levels of migrant students. Altogether 1146 students (Meanage = 13.65 years old) from seven schools in Finland, Scotland, and Sweden participated in the study. We obtained information about students’ school engagement and their demographics through a self-report survey. Results showed that migrant students demonstrated higher levels of control and relevance of schoolwork and future aspirations and goals, compared to their native peers. Students’ school engagement in migrant-medium schools (29%–33% students are migrants) was the lowest compared to that in migrant-dense schools (64%–77% students are migrants) and migrant-sparse schools (6%–10% students are migrants). Students whose mother’s educational level was higher reported higher levels of future aspirations and goals and family support for learning. Regardless of the density level of migrant students, schools depend on sufficient resources so that every student can engage in school.