Research has shown that migration impacts youth outcomes, including educational performance and mental and physical health. It is, however, unknown whether differing patterns of mobility affect young people differently. This is because scholarship and policy-making on youth and migration simplify youth mobility by conceptualising youth either as immobile (when they 'stay behind' while their parents migrate) or as moving only once (when they follow parents or migrate independently). Between these extremes is the possibly more common phenomenon of youth who engage in sustained mobility patterns prior to, during, and after their first international move. This paper explores how youth mobility can be conceptualised to include the often-complex mobility patterns exhibited by youth in today's global cities. Through an analysis of detailed mobility data collected using mixed methods among young Ghanaians growing up in and between the Netherlands and Ghana, we propose a typology of their mobility trajectories that highlights the variety of mobility patterns that youth engage in. Such a typology helps move research beyond the ethnic lens and rigid dichotomies between internal and international migration. We argue that the diversity of youth mobilities needs to be taken into account in order to understand how migration affects youth.

Trips by migrant youth to their origin country are seen by institutional actors such as teachers and social workers as disrupting youth’s educational progress, and some European countries have financial and legal consequences when these trips take place during the school year. We follow Ghanaian youth living in The Netherlands on their journeys to Ghana and study how they experience such trips and are affected by them. Trips allow young people to reconnect with family and old friends, recollect memories, and confront them with poverty in their country of origin, making them resilient and motivated when facing adversities in school in the Netherlands. This study investigates how young Ghanaians’ mobility between Ghana and The Netherlands relates to their educational resilience. Based on 20 months of multi-sited ethnographic research following 30 youths of 16–25 age group, we deploy a socio-ecological approach developed in social psychology to identify three resilience-building mechanisms: connection to motivational others, active recollection and comparative confrontation. These mechanisms have to date remained outside of the purview of resilience research and research on migration and education, as these fields focus on the nation-state rather than the transnational context in which young people operate. They thereby ignore mobility patterns that make other contexts relevant to young people’s educational resilience. As such, we expand the socio-ecological model of resilience to include transnational elements and show how mobility can positively relate to education and the resilience of migrant youth.

This paper investigates how Dutch education professionals andGhanaian migrant youth frame the impact of young people's geographical mobility on education. The paper is based on a discourse analysis of policy documentation, semi-structured interviews with education professionals and 20 months of multi-sited ethnographic fieldwork with 30 young Ghanaians (ages 16-25). The analyses show that the relationship between mobility and education has historically been problematized in the Netherlands, now permeating negative framings of mobility adopted by Dutch education professionals. Young Ghanaians, however, envision their mobility and education as positively intertwined. The comparison shows that education professionals and young Ghanaians employ frames that conflict because they draw on distinctly different notions of 'education' and because dominant framings produce uncompromising narratives, realities, and eventually policies. ARTICLE HISTORY

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