Interrupted Journeys: Refugee Youth and School-to-Work Transitions

Background and Purpose: Young people do not transition from school to work in isolation; their pathways are shaped by the education systems and labor markets they navigate. Transition regime theory provides a helpful framework for understanding how these structural factors influence early career trajectories (Walther, 2006). However, refugee and asylum-seeking youth have received relatively limited attention within this perspective, despite facing additional challenges such as migration-related barriers, legal uncertainty, and disrupted schooling. These factors can make it more difficult for them to stay engaged in education or access stable employment opportunities. Although research on youth transitions has grown, studies focusing specifically on refugee youth remain scarce. This study therefore examines how refugee youth navigate the transition from school to work across national contexts and reviews existing research on their experiences.

Methods: This study uses a scoping review approach following the PRISMA-ScR guidelines (Tricco et al., 2018). Studies published from 2015 onward, written in English, and focused on youth aged 15–29 were included. Only peer-reviewed articles examining refugee or asylum-seeking youth in relation to school-to-work transitions, employment, or labor market outcomes were considered. Studies focusing on non-refugee populations, adult-only samples, or non-peer-reviewed work were excluded. Searches were conducted in ERIC, SocINDEX with Full Text, and Web of Science using combinations of keywords related to refugee youth and school-to-work transitions. The search identified 664 records, and after removing duplicates, 624 articles were screened. A total of 113 articles underwent full-text review, and 35 met the inclusion criteria. Studies were excluded at the full-text stage due to broad or unspecified age ranges, limited focus on transition or employment, or publication type.

Results: Across the studies reviewed, refugee youth are often described as experiencing school-to-work transitions that are far from straightforward. Rather than following a clear path, their journeys tend to be fragmented and unpredictable, with a higher likelihood of becoming disconnected from both education and employment. In many cases, staying in education does not lead to stable work, suggesting a disconnection between what education provides and what the labor market demands. A range of factors contribute to these challenges. Legal restrictions, difficulties in recognizing prior qualifications, and labor market conditions often push refugee youth toward low-skilled or insecure jobs. Many must also navigate unfamiliar education systems and language barriers, which can further complicate their pathways. Limited access to social networks and support systems adds to these difficulties. At the same time, schools, mentors, and community organizations are identified as important sources of support. However, ongoing psychosocial challenges, including trauma, disrupted identities, and low confidence, can shape how refugee youth engage with education and work.

Conclusions and Implications: Refugee youth often encounter structural barriers that limit their access to stable education and employment pathways. These challenges are not just individual but are rooted in broader institutional systems. Addressing them requires better coordination between education and labor market systems, improved recognition of prior qualifications, and stronger support in areas such as language learning, career guidance, and community integration.