Between Schools, Between Worlds: Educational Equity and Wellbeing among Highly Mobile Students

Abstract

This paper discusses the impacts of frequent school movement on the academic trajectory and socio-emotional wellness of highly mobile students in a multi-branch school system in Pakistan. Academic disruption and social dislocation are generally linked with student mobility. Nevertheless, there is little literature that looks at situations where institutional structures seek to alleviate such impacts, especially in the Global South. This study utilized qualitative multiple case study design. The observations and school records were triangulated with data, and the data were analyzed thematically. The results have shown that standardized curriculum and centralized assessments and record transfer systems are great aids to academic continuity. Nonetheless, students still have early socio-emotional problems that can be anxiety and inability to establish peer relationships. Key mediating variables included resilience, peer support and teacher facilitation. Academic alignment should be accompanied by increased organized systems of socio-emotional support in schools to augment the students’ well-being.