Changes in integration and wellbeing by educational background among migrants in Kristiansand

Abstract

Abstract Background Integration levels and wellbeing of newly arrived migrants change according to their everyday activities in their new home country. Although migrants have very different educational backgrounds and expectations regarding work in Norway, the compulsory educational activities are the same for all, disregarding their educational background. Aims To examine the changes in integration and wellbeing among newly arrived migrants participating in a compulsory integration program in Norway, according to their educational background. Methods As part of the Integration for Health project (I4H) we collected information from participants in Kristiansand municipality through a self-filled questionnaire in 2023 (N = 102) repeated six months apart, including questions from the Immigrant Policy Lab Index and the WHO-5 Well Being Index. For both screening tools, higher scores indicate better integration and wellbeing. Information on educational background was dichotomized into either health or non-health (natural and technical) sciences, using health sciences as the reference. We used generalized estimating equations to calculate relative risks (RR) with 95% confidence intervals (CI) adjusted for age and gender. Results The mean age was 34 years (SD 8.3) and 59% were women. Mean residency time was 3 years (SD 0.14). In terms of education, 14% had health sciences, and 86% had other educational backgrounds. We did not find change in wellbeing over the six-month period (RR 1.0 (95% CI 0.9-1.1), and this trend was similar for both educational groups (RR 0.9 (95% CI 0.8-1.1). Integration score slightly increased after six months (RR 1.0 (95% CI 1.0-1.1). However, there was no difference by educational background (RR 1.0 (95% CI 0.9-1.0). Conclusions Changes in wellbeing and integration among participants in the compulsory introductory program with short residency time, do not seem to vary by educational background in a six-month period. Key messages • Schools and introductory programs in the host country can be used as a arena to enhance both the integration and wellbeing of newly arrived migrants. • Strengthening migrants’ educational opportunities in the new host country is also of importance.