Exploring initial school integration among Syrian refugee children

Abstract

AbstractThis paper explores the initial integration experiences of Syrian refugee children in schools in Canada. We conducted two focus groups with twelve Syrian refugee parents and three focus groups with eighteen children. Our research shows that Syrian refugee children experienced emotional barriers while struggling with their identity as Syrian “refugees.” Their low English proficiency, English only practice in classrooms and teachers’ low expectations further exacerbated the barriers to children's school integration. Syrian refugee children not only found it difficult to make friends with local students but were also subjected to constant bullying and racism that affected their sense of belonging and connection. Our research has both local and global implications, given a global increase in refugee student population. This paper makes an important contribution to the student voice theory by integrating the voices and concerns of Syrian refugee children trying to integrate into the Canadian school system.