This study examines the acculturation experiences of migrant and refugee children within Irish primary and post-primary schools through Bronfenbrenner's Ecological Systems Theory. As Ireland's student population becomes increasingly diverse, understanding how children navigate cultural adaptation within educational environments has become critical for psychological wellbeing and academic integration.


Using a mixed-methods approach, we conducted semi-structured interviews with educators and school management teams alongside quantitative surveys examining school climate, inclusion practices, and educator preparedness across DEIS and non-DEIS schools in urban and rural settings. The bioecological framework enabled analysis of microsystem interactions, mesosystem connections, exosystem influences, and macrosystem values affecting children's acculturation trajectories.


Findings reveal that migrant and refugee children navigate complex bicultural identity formation processes, balancing heritage culture maintenance with host culture adoption. However, significant disconnections between ecological system levels create psychological stress and impede healthy acculturation. While educators demonstrated strong commitment to fostering belonging, they operate within inadequately supported structures. Children's sense of belonging and psychological adjustment varied significantly based on culturally responsive practices, multilingual support, peer relationships, and teacher understanding of acculturation challenges.


Critical barriers included linguistic isolation, cultural misunderstandings affecting self-concept, social exclusion experiences, and limited institutional capacity for supporting bicultural identity development. Many children experience acculturative stress from conflicting cultural expectations across home and school environments.


This research demonstrates how ecological systems interact to shape adaptation outcomes for migrant and refugee children in educational contexts, with implications for developing trauma-informed, culturally responsive educational practices that support healthy bicultural identity formation, reduce acculturative stress, and promote psychological wellbeing alongside academic integration.