Highly Educated Migrants in Norway: Identity and Well-Being During Delayed Workforce Entry

Background: Highly educated migrants in Norway often experience prolonged delays before accessing employment that matches their qualifications. During this period, many participate in compulsory education, language training, or work in jobs unrelated to their professions. This study explores how the introductory program for migrants and work outside one’s professional field shape health, identity, and the broader integration process. Methods: We conducted semi‑structured interviews with eight highly educated migrants enrolled in the introductory program in Kristiansand municipality in Norway. Interviews focused on experiences with the program and employment unrelated to the participants’ professional backgrounds. All interviews were transcribed verbatim and analyzed using reflexive thematic analysis and informed by Social Identity Theory. Findings: Participants described employment, and particularly their former professions, as central to their self-esteem, sense of meaning, and social belonging. Prolonged credential recognition processes and limited opportunities for meaningful social contact due to employment status loss, contributed to feelings of stagnation, exclusion, and weakened professional identity. Many participants emphasized a strong desire to contribute to society and regain their professional status. While the introductory program offered valuable peer support and facilitated language learning, it was not experienced as a direct pathway to inclusion in Norwegian society and professional work life. The findings indicate that early access to work-based integration opportunities, such as internships or relevant job placements, may enhance well‑being, foster language acquisition, and strengthen social inclusion for highly educated migrants. Conclusion: The study findings suggest that policymakers and practitioners should prioritize measures that streamline credential recognition and expand early, relevant work-based integration opportunities. Such approaches can improve language development, support identity reconstruction, strengthen social belonging, and ultimately promote better health and integration outcomes for highly educated migrants.