“We must do, and wait” : the influence of higher education on subjective well-being among Syrian students with refugee status in Amman, Jordan

Abstract: Higher education for refugees is garnering greater attention worldwide as a means of countering the negative effects of displacement, particularly in response to the Syria crisis. This thesis contributes to literature seeking to understand the psychosocial outcomes of higher education for refugees. Through the theoretical lens of subjective well-being, which prioritises individuals’ perceptions of their emotional and eudaimonic well-being rather than assuming the effect of their material conditions, the thesis builds a context-specific understanding of refugee experiences of education by examining the following research question: How does higher education influence subjective well-being among Syrian students with refugee status in Amman, Jordan? Hermeneutic phenomenology is employed to explore the lived experience of 12 participants, using semi-structured interviews with both drawings and verbal responses to understand how external conditions influence the internal life of individuals. The principal findings affirm that higher education supports participants’ well-being by providing a sense of meaning and purpose and opportunities to form important relationships. However, stress relating to challenges of accessing, funding, and integrating into higher education also damages participants’ emotional well-being. Nevertheless, the majority report that higher education, on balance, improves their well-being, indicating its particularly valuable influence as a source of personal growth and self-actualisation.