From stability to mobility: The changing goals, reputational orientations, antisocial behaviour and school connectedness of adolescents from African refugee backgrounds following transition to mainstream schooling

Anecdotal evidence suggests that many adolescents from African refugee backgrounds experience adverse changes in behaviour as they transition from their initial placement in Australian Intensive English Language Centres (IEC) to mainstream secondary school classrooms. This research revealed that these young people struggle to adapt to the dominant culture (i.e., peers) as they transitioned into mainstream schooling. Consequently, they became more disruptive and non-conforming, set less academically oriented goals, and disconnected from school and teachers. Follow up interviews showed initial placement in IECs was positive, but transition to mainstream school led to the realisation that future goals would not be achieved