Neighborhood Effects on Educational Outcomes: A Multilevel Analysis of Swedish-born Children of Refugees in Sweden

The educational outcomes of second-generation children born to refugees (G2CR) are shaped by unique challenges - some of which are rooted in their parents' refugee experiences, yet these dynamics remain underexplored. This study investigates how residential location impacts the educational performance of the G2CR in Sweden, using longitudinal register data and employing multi-level modeling techniques. We address three core questions: (1) How does living in refugee-dense neighborhoods influence the educational outcomes of G2CR? (2) What is the role of neighborhood-level educational attainment in shaping these outcomes? (3) How do these effects compare across different population groups, including Swedish-born children of Swedish-born parents and foreign-born refugee children?

Our findings reveal a complex interplay of factors. On average, Swedish-born children of refugees have lower compulsory educational grades than children who have two Swedish-born parents. However, if we compare those with similar backgrounds who live in similar areas, the second-generation children of refugees seem to who have better results at the end of compulsory schooling. Residing in refugee-dense areas is generally associated with lower educational performance, yet neighborhoods with higher average education levels offer significant benefits. These effects vary across different refugee backgrounds, reflecting the diverse adaptive strategies and challenges faced by second-generation refugees. The study underscores the importance of residential context in shaping opportunities for educational success and highlights the role of spatial inequality in perpetuating disparities.

By providing insights into the long-term educational consequences of residential segregation and refugee settlement patterns, this research contributes to ongoing discussions on integration and inequality in Sweden. Our results call for targeted policy interventions aimed at enhancing educational outcomes for children of refugees, particularly in socioeconomically disadvantaged areas, to promote more equitable educational opportunities.