Educator Perspectives on the Social and Academic Integration of Syrian Refugees in Canada

Anoop Sidhu,Morgan Lowen,Antoinette Gagne,Michelle Little,Nadeen Al-Hashimi

doi:10.53956/jfde.2018.124

Anoop Sidhu, Morgan Lowen + Show 3 more

Open Access

https://doi.org/10.53956/jfde.2018.124

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Abstract

Through a survey and interviews intended as a pilot for a larger study, we explored the perspectives of K-12 educators on the social and academic integration of refugees. The thematic analysis of the data reveals the complex and intersecting factors that impact their success in schools and the relative ability of Syrian children and youth to bridge the multiple worlds in which they live. The role of educators, peers, and family are highlighted as well as promising programs and practices that support the integration of refugee learners and their movement between different spheres.

Highlights

The arrival of more than 50,000 Syrian refugees in just over 2 years has created critical opportunities and challenges for Canadian schools, which are at the forefront of educational policies and programs designed to ensure the successful integration of these newcomers
The Ontario Ministry of Education shares a collaborative relationship with both the federal government and multiple school boards to ensure that Syrian refugees are welcomed with adequate resources and effective support systems, in relation to aspects such as mental health and language development (Ontario Ministry of Education, 2015)
Our study focuses on the educational integration of Syrian children and youth in the microsystem which includes school, peers, family, and community (Bronfenbrenner & Morris, 2006)

Summary

Introduction

The arrival of more than 50,000 Syrian refugees in just over 2 years has created critical opportunities and challenges for Canadian schools, which are at the forefront of educational policies and programs designed to ensure the successful integration of these newcomers. The Ontario Ministry of Education shares a collaborative relationship with both the federal government and multiple school boards to ensure that Syrian refugees are welcomed with adequate resources and effective support systems, in relation to aspects such as mental health and language development (Ontario Ministry of Education, 2015). A statement from a 2015 document promises that “the Ministry, in partnership with the federal government, will ensure that school boards have the resources and support required to successfully integrate Syrian refugees into our education system” (Ontario Ministry of Education, 2015, p.3).

Literature Review

Methodology

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