Paradox of inclusion: inclusion for whom and how? — Newly arrived migrant students’ experiences of social and educational inclusion in the transition to upper secondary education in Norway

This study explores how newly arrived migrant students (NAMS) experience social and educational inclusion in Norway’s Extended Basic Education Programme (EBEP), designed to prepare and qualify them for upper secondary education. Although the programme is implemented in upper secondary schools to ensure age-appropriate schooling, these schools tend to have high proportions of students with immigrant backgrounds. Based on qualitative interviews with 15 NAMS in three Oslo schools, the study suggests that this concentration limits opportunities for meaningful interaction with Norwegian-born students and restricts access to the dominant linguistic and cultural capital essential for the social and academic inclusion of NAMS. Using Bourdieu’s concepts of cultural, symbolic and social capital, the study highlights a central paradox in inclusion: despite inclusive policy intentions, the structural placement of the EBEP limits access to the dominant linguistic and cultural resources valued within the educational field. Upon completing the EBEP, many students express a desire to transfer to different upper secondary schools with more Norwegian-born peers in order to improve their Norwegian, expand their social networks and feel integrated. The study calls for a re-evaluation of inclusion policies and programme placement, advocating for models that facilitate broader participation and integration within the educational landscape.