There is a burgeoning body of research about refugee youth that adopts a deficit approach by focusing on the problems and barriers youth encounter in adjusting culturally and academically to schools. Less research takes an asset approach through an examination of the strengths refugee youth bring to formal schooling and how these assets can be built upon to support academic achievement and cultural adjustment. In this article, we challenge these deficit notions, through examining the everyday spaces inhabited by Sudanese refugee youth living in regional New South Wales, Australia. Our research poses the question: what role do institutions outside school play in supporting Sudanese refugee youth as they move from one culture to another? The question is significant because little research has examined the role played by institutions outside school, e.g., church, youth groups and sporting associations in fostering the social and cultural capital required for refugee youth to integrate within the broader community, and to engage successfully in schooling. Drawing on Bourdieuian concepts of cultural and social capital and habitus, we suggest that religious affiliation enabled the young people to access social capital through “prosocial and proeducational moral directives” (Barrett, 2010; p. 467). Moreover, religious involvement provided refugee youth with access to socially legitimised forms of cultural capital. These forms of capital shaped the students’ habitus and contributed to school adjustment and achievement. We conclude that future research is needed to examine the role that church and other institutions outside school play in contributing to cultural and academic adjustment. © 2017 Elsevier Ltd

Everyday spaces Church Educational success Capital Habitus Refugee youth

drawing morality juvenile refugee social capital religion academic achievement student human human experiment