Abstract
ABSTRACT Teachers’ perspectives are key to understanding practice and support for high-risk groups like refugee children. This mixed-methods multidisciplinary study explored primary teachers’ perspectives and skills on issues of equity, migration and social-emotional skills, using an online survey. The survey contained quantitative perspective questions and qualitative scenarios. Triangulated results suggested that teachers’ perspectives around equity and social-emotional skills differ from their practice when responding to student scenarios. Their perspectives on migration, however, are aligned with their scenario responses. Results show a skill gap that may impact teachers’ ability to support refugee children in adjusting to and thriving in their classrooms.
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