Challenges and Strategies in the Daily Lives of Children from Migrant and Refugee Backgrounds in Australia: the Voices of Children and Parents

Abstract Children from migrant or refugee backgrounds, whether first or second generation, can face varying educational, social, emotional, and wellbeing challenges, yet their voices remain underrepresented in research. Drawing on the perspectives of children and parents from both migrant (voluntary migration) and refugee (forced displacement) backgrounds, this study explored daily life challenges of this young population across four socio-ecological levels (individual, family, educational, and social) and identified strategies to address them. Fourteen children (aged 8–12) participated in focus groups, and three mothers engaged in individual interviews. All participants were first or second generation with migrant or refugee backgrounds, primarily from Afghanistan, residing in Melbourne, Australia. An exploratory qualitative methodology with a participatory approach was employed, and data were analysed using inductive, reflexive thematic analysis. Children’s daily life challenges included language barriers, trauma-related memories, unvoiced emotional needs, cultural conflicts, lack of educational support from parents, financial instability, adult-like responsibilities, difficult school experiences, digital media distractions, adjustment difficulties, and social isolation. Recommended strategies included art-based and breathing practices, parental training and engagement with children’s education, fostering belonging through positive teacher-student relationships and inclusive school culture, promoting social support, and finding comfort through digital media. These findings highlighted the interconnected challenges across individual, family, educational, and social levels, requiring collaborative efforts from families, schools, and communities to create inclusive support tailored to children’s needs. Highlighting the voices of children from migrant and refugee backgrounds allowed sharing their lived experiences, respected their agency, and provided relevant practical insights guiding future research, practice, and policy.