Which aspects foster the integration of refugees, which have an inhibiting effect?

The primary objective of the study is to describe the newly immigrated groups and their educational careers, since hardly any reliable data are available on this topic so far. In addition to individual educational careers, the focus is on the question of how educational institutions – especially kindergartens and schools – deal with the integration challenges of everyday life.

Another goal is to examine the various influences of migration-specific factors on educational success. The focus of interest here is on conditional factors for which a systematic difference can be assumed between newly arrived refugees on the one hand and children and adolescents with an immigrant background who have been living in Germany for a longer period of time on the other. These factors include residence status, return orientation, and length of stay.


Another central aspect of the study is the presumed difference in German language skills associated with the aforementioned conditional factors. Moreover, well-known topics from migration research, such as the size of the ethnic group, the embedding in ethnic networks, or cultural distance, are also addressed in ReGES.

The study followed children and adolescents as well as their parents after their fleeing from crisis areas over a longer period of time by conducting surveys and competence tests. The collection and provision of high-quality data for scientific analyses is aimed at contributing to a better understanding of the conditions and processes under which integration through education can succeed.