Experiences and Perceptions of Academic Motivation in Adolescents With a Refugee Background: A Reflexive Thematic Analysis

Little previous research exists on academic motivation in refugee adolescents, and none has been conducted in the UK that might help educators to promote motivation and mitigate demotivation in the young people they support. The aim of this study is to help address this gap by exploring experiences and perceptions of academic motivation in refugee adolescents settled in the UK. Semi‐structured interviews were conducted in person or online with three refugee adolescents and six key informants who support the education of refugee adolescents. Data was interpreted by reflexive thematic analysis, which generated three themes: refugee adolescents are striving for stability and security; academic motivation is affected by social and academic relationships; and refugee adolescents are unique individuals with varied educational needs. Of particular note, positive social and academic relationships were found to be motivating, whereas instability in refugee adolescents' lives and negative interactions with teachers were demotivating. The findings also highlight the importance of recognising refugee adolescents' individuality and their unique characteristics, which inform their educational needs and academic motivation.