The paradox of educational integration for migrant youth: From policy interventions to labour Market.

Abstract

Migration paths of young people are profoundly shaped by the institutional environments, they encounter in host societies, with education systems occupying a particularly uncertain position. However, schools are traditionally conceived as a way of social mobility and integration, places where ability and hard work are meant to outweigh social background. Yet for migrant youth, this pledge of merit driven success often bumps with structural barriers rooted in ethnicity, nationality, and socio- economic status. Nonetheless, the diversity of education systems across national contexts further complicates this landscape, as institutional arrangements, tracking mechanisms, language support programs, teacher training, and resource allocation vary considerably in their capacity to accommodate and contain difference. Furthermore, this raises a fundamental and a crucial question: to what extent do education systems serve as pathways to integration or mechanisms of social classification for migrant youth, and how do institutional practices from classroom interventions to vocational orientation and training shape their access to opportunity or reinforce their marginalization in racialized labour markets?

The answer is neither simple nor uniform, as educational institutions reflect underlying tensions between their integrative ideals and their role in maintaining social hierarchy. To understand how these tensions arise, it is necessary to examine not only official policies, but also hidden curricula, and the subtle ways in which differences are translated into recognised diversity.

Keywords: Migration, Education, Integration, Labour Market.

Received Date: April 21, 2026

Accepted Date: May 12, 2026

Published Date: June 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/748