Uppeldi og menntun - 01.06.2015, Qupperneq 51

Uppeldi og menntUn/icelandic JoUrnal of edUcation 24(1) 2015 51
hAnnA rAgnArsdóTTir
Experiences of internationally adopted children in
Icelandic schools and society: A qualitative longitudinal
study
aBstraCt
The aim of the study, which began in 2005 is to identify the experiences of internation-
ally adopted children (from China and India) and their families in Iceland. The chil-
dren’s adjustment to their families, their experiences of preschools and compulsory
schools are examined as well as their adaptation to their peer groups and communi-
ties. In the paper the main emphasis is on findings related to the children’s experienc-
es of schooling, their peer groups and family life based on interviews with the chil-
dren 2011–2012 and their compulsory school teachers’ experiences of the children’s
schooling in 2012. Although international adoptions have increased in recent years,
they continue to be controversial (Engel et al., 2007). Adoptions raise the questions
of how the adoption process and moving to a different country, culture and linguistic
environment will affect the children’s identity development and how they can be sup-
ported in the new environment. Most psychologists agree that the pattern of attach-
ment is of crucial importance for the child and his or her development in the coming
years. Findings of research have indicated that internationally adopted children suffer
from psychological problems as a result of deprivation in early childhood (Borders
et al., 1998; O’Brien & Zamostny, 2003; Stams et al., 2000). However, it has also been
acknowledged that many adoptive parents possess resources and characteristics that
make them able parents (O’Brien & Zamostny, 2003) and that adoption can lead to
positive development for the children (Dalen, 2005; Dalen & Rygvold, 2006; Johnson,
2002; Lindblad et al., 2009; Raaska et al., 2012; Rushton et al., 2013; Stams et al., 2000).
Findings from research have indicated the importance of open communication in the
families and discussing the adoption with the children (Beckett et al., 2008; Brodzin-
sky, 2006; Linville & Lyness, 2007) and that the support of the adoptive family can
prevent feelings of marginalization and lack of self-respect related to race and ori-
gins (Mohanty & Newhill, 2011). The study is a qualitative longitudinal study. The
methods are regular in-depth interviews (Kvale, 1996) with parents, teachers and the
children. The participants were originally 20 families and their internationally adopt-
ed children who came to Iceland in 2002 (10 children) and 2004 (10 children). Two
parents have decided to end their participation in the research. So far all the families
have been interviewed twice, in 2005 and 2007/2008. The children’s preschool teach-
ers were interviewed in 2007. All the children were interviewed for the first time from
November 2011 to May 2012 and all their supervisory teachers were interviewed in
2012. The findings of the study indicate that the children are generally happy and are
developing well. This is reflected in their academic achievement, and most of them
are doing very well in their schools. They are also active socially, have friends and
partipate in extra-curricular activities. They discuss their adoption and countries of