Academic Support for Refugee Students in Elementary and Secondary Schools and Teachers’ Quandaries about Inclusivity

Abstract

This study examined the language and academic support programs for refugee students in elementary and secondary schools in a smaller Canadian city. Data were collected through one-on-one interviews and focus group discussions with educators and refugee students. Findings revealed that refugee children received inadequate English as a Second Language instruction. Elementary school refugee children were particularly disadvantaged due to a lack of academic bridging programs to fill gaps in their education. Although an academic bridging program was provided at some secondary schools, teachers need professional learning in improving their ways to support refugee and immigrant learners. The educators voiced their concerns about the insufficient progress on including refugee students in the current education system. Serious deficiency existed in identifying refugee students’ learning disabilities and mental illnesses. Such neglect is indicative of symbolic antiracism. A culturally responsive approach is called for in working with refugee students.