Exploring the School Perceptions and Well- being of Syrian Students: The Escalating Threat of Xenophobia in Turkish Public Education

After the start of the Syrian civil war, a significant number of Syrians displaced to Türkiye. Syrian students face considerable challenges in adapting to the local education system, primarily due to language barriers in Türkiye. These obstacles contribute to a range of difficulties, including struggles with self-expression, challenges in acclimating to school environments, academic impediments, and issues related to exclusion and bullying. The aim of this study is to explore the overall well-being and school perceptions of elementary-level Syrian students under temporary protection status (TPS). Employing a multiple case study design, the research consisted of 60 Syrian students enrolled in a public school. From this larger group, three students were selected in conjunction with their school administrator, teachers, parents, and peers for an in-depth exploration. The data collection involved a combination of semi and structured interviews, structured observations, and students' drawings depicting their perceptions and feelings within the school environment. The collected data were analyzed through a deductive thematic approach. The findings revealed that Syrian students often feel a lack of belonging within their schools, having difficulty of understanding the content in science and Turkish lessons and reporting a sense of difference from both peers and teachers, with their Syrian identity perceived as a disadvantage. This feeling of marginalization has impeded their ability to adjust to the new educational landscape and broader culture. Drawing from these insights, the study offers recommendations to improve the school experiences and overall well-being of Syrian students. Additionally, the text outlines potential implications for methodological strategies in upcoming multicultural research endeavors.