An Examination of Bullying Experiences in Peer Relationships of Syrian Adolescents in the Context of Acculturation

Background: This study aims to examine the peer bullying experiences of Syrian adolescents who migrated to Turkey, within the context of their acculturation process. Methods: A qualitative approach was adopted in this study. Data were collected through semi-structured interviews conducted with Syrian adolescents aged 14–20 who migrated to Turkey. A total of 14 adolescents (7 girls and 7 boys) participated in in-depth interviews. The data obtained from the interviews were analyzed using thematic analysis, and the findings were systematically presented. Results: The study revealed that participants frequently faced exclusion, discrimination, and bullying in peer relationships at school due to their Syrian identity. Similar issues were noted in teacher-student interactions, although some teachers played a key supportive role. Acculturative stress was linked to emotional withdrawal, negative self-image, and psychological distress. Social support—especially from family and supportive teachers—emerged as the main protective factor. Language proficiency and positive contact with the host community facilitated adaptation. School was portrayed as both a site of hardship and a space of opportunity for future aspirations. Conclusion: This study explores how acculturation affects Syrian migrant adolescents' school life, emphasizing the role of language proficiency and social support in this process. This article’s short podcast by AI (English) This article’s short podcast by AI (Turkish)