Abstract
This article examines the approaches of a public high school for newcomer youth, Oakland International High School in California, that provides holistic wrap-around services to students. By not isolating students from the larger context of their families and communities, the school’s approaches allow for greater reciprocity between school and home. This article presents examples of the intentional practices the school engages in within and outside the classroom to foster mutual learning and community engagement, resulting in greater support for the socio-emotional, academic and material needs of students. Implications for practice are woven throughout in the description of how Oakland International High School leverages community partnerships and flexible design of their curricula, support structures, and family engagement strategies to meet the needs of its immigrant and refugee students.
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