“Transience, Disruption, and Unfamiliarity in Refugee Journeys”: How Are Newly Arrived Refugee Families Supported in Their Children’s Transition to School in a Host Country?

Abstract

ABSTRACT Newly arrived refugee families face cultural and linguistic difficulties when navigating their children’s transition to school in a host country. However, little is known about how families are supported in their child’s transition to school. Therefore, this article aimed to investigate how leaders and facilitators in community hubs and centers support refugee families in their child’s transition to school in Australia. Data gathered from interviews with 32 community hub leaders and center facilitators from three Australian states were analyzed thematically. The support provided to families fell into six themes: promoting children’s early learning; building families’ or mothers’ capital about starting school; promoting connections between school, families, and children; offering cultural and linguistic brokerage; providing soft entry support; and easing children’s and families’ transition to school via school-based transition activities and programs. The implications of this holistic model of support for educators that is built on place and strength-based approaches in facilitating newly arrived refugee children’s and families’ smooth start to school in their new communities are outlined.