Refugee Students Research Articles

Inequitable discourses on refugee students resisted and maintained by educators – the perspective of decontextualisation

ABSTRACT This paper examines discourses that place refugee students in an inequitable position in school. Focussing on decontextualisation – a depoliticising way of seeing education that overlooks contexts – the paper is based on semi-structured interviews with teachers (n = 15) and open questions of a survey data (n = 267) collected from teachers, principals and teacher assistants at the end of 2022 in Finland. After analysing discourses, we found that educators both resisted and maintained the discourse of valuing skills in terms of the starting points/readiness of refugee students and in language hierarchies; the discourse of normality in inclusivity and in behaviour; the discourse of silence in antiracism education for teachers and in addressing racism in students’ peer relations. The paper concludes that decontextualisation is grounded in everyday schooling and fails to recognise the differing intersecting positions and contexts that create inequitable possibilities for different people in society. This paper calls for a continuous systematic effort of antiracism education at all levels, as well as curricular structures that support schools in understanding contexts.

북한이탈청소년의 부정적 생애경험이 학교생활 적응에 미치는 영향

This study aimed to investigate the ways in which North Korean refugee studentsstruggle with adapting to school life due to adverse childhood experiences (ACE). For thispurpose, the study surveyed 194 North Korean refugee students regarding their childhoodadverse experiences and three main factors of school maladjustment: task avoidance behavior,lack of school activity participation, and truancy. The results showed that students whoexperienced four or more types of adverse experiences during childhood exhibited higher ratesof school maladjustment in all three areas compared to those with fewer experiences. Additionally, it was found that students born in third countries and older students facedgreater risks in all three sub-factors of school maladjustment. This research provides importantimplications for preventing or reducing the impact of adverse childhood and other traumaticexperiences among North Korean refugee students.

Sense of belonging among refugee students in Costa Rican classrooms

Sense of belonging among refugee students in Costa Rican classrooms

Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms

Culturally responsive teaching (CRT) and close teacher-student relationships can promote students' school belongingness, which might be especially important for immigrant and refugee students. Yet, there is limited quantitative evidence how CRT is related with teacher-student relationship and school belongingness. This multi-informant cross-sectional study examined how teacher-student relationship is linked with students' school belongingness, and to what extent it mediates the association between teachers' CRT self-efficacy and school belongingness. Participants were N = 134 elementary school students (44.78 % immigrant and refugee) and N = 30 teachers. Teacher-reported conflict and student-reported closeness were negatively correlated. Bivariate correlations showed that student-reported closeness was positively and teacher-reported conflict negatively related with school belongingness. However, only student-reported relationship significantly explained variance in school belongingness. Teacher-student relationship did not mediate the association between CRT and school belongingness. Exploratory analyses showed that teacher-reported conflict was negatively linked to school belongingness only among non-immigrant students. Teachers who felt more efficacious in CRT reported more conflict in the relationship with immigrant and refugee students. Findings corroborate the relevance of teacher-student relationship for students' school belongingness. Furthermore, they suggest that teachers should receive trainings in CRT in order to enhance their relationships especially with immigrant and refugee students.

Assessing polish teachers’ competencies in working with Ukrainian refugee students: A comparative study across different contexts

The rapid influx of refugee students from Ukraine has posed challenges to the education system and teachers in Poland. In the current study, we aimed to determine how teachers in Polish schools, at various stages of education, assess their own competencies to work with Ukrainian refugee students. The sample consisted of 684 teachers who declared that they worked with refugee students from Ukraine. The results indicate that teachers generally rate their professional competencies for working with these students as sufficient, with teachers working in lower primary schools and schools in rural settings assessing them as higher than teachers working in upper-secondary schools and schools in urban settings. Implications for practice are discussed. Implications for practice are discussed.

New Kids on the Block: Refugee Students’ School-Based Experiences and Engagement in an Urban High School

New Kids on the Block: Refugee Students’ School-Based Experiences and Engagement in an Urban High School

Coloniality and Refugee Education in the United States

In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education. Drawing on data collected in a case study, conducted between 2013 and 2016, as part of a larger ongoing ethnography of a Southwest United States District school’s response to refugee students, we show how the enactment of policies, pedagogies, and practices within schools reinforce the government’s control over refugee students and their families. In schools, the students are kept out of certain school spaces, marginalized in remedial courses, and denied academic opportunities and integrated support services. Using empirical data, we demonstrate how the restriction of the students’ movement in and around schools is embedded within the larger limitations embedded in coloniality and assimilation. We situate our analysis within the tensions and interactions between coloniality, assimilation, and neoliberalism as articulated in studies within anthropology and sociology, migration studies, critical refugee studies, and cultural studies. We conclude with a call for the decolonization of education and offer a practical starting point in refugee education.

Validity Evidence of the HOPE Teacher Rating Scale-Arabic Version for Identifying Gifted Refugee Students

Exceptionally talented refugee students are often underrepresented in allocating to gifted programs because of inadequate identification methods in Arab countries. This study investigates the Arabic version of the Having Opportunities Promotes Excellence (HOPE) Scale for identifying gifted refugee students. Students ( n = 13,598) from refugee camp schools in Jordan were surveyed in the 2020/2021 academic year. Elementary, middle, and high school teachers ( n = 423) completed the translated Arabic version of the HOPE Scale, measuring 11 items on the academic and social construct of giftedness. Confirmatory factor analysis indicated an excellent fit; however, multigroup confirmatory factor analysis results revealed that the scale needed more invariance across groups. The results suggest that although the HOPE Scale-Arabic version has sufficient validation evidence, careful consideration is required when applying it to different subgroups of refugee students. Constructs of cultural relevance may need to be added to better assess the item’s validity.

The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work

Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers’ multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers’ multicultural attitudes and work-related wellbeing (work dedication and exhaustion), and whether self-efficacy mediates these paths. We further investigated how these associations differ between teachers of reception classes for migrant and refugee students versus teachers of multi-ethnic mainstream classes. The results show that positive multicultural attitudes were directly associated with high level of work dedication, but not with work exhaustion. Self-efficacy mediated the association between multicultural attitudes and work-related wellbeing, indicated by both higher work dedication and lower work exhaustion. Concerning the role of teacher’s class type, self-efficacy mediated the association between positive multicultural attitudes and work dedication for both types of teachers, whereas the mediation to low work exhaustion was only evident in mainstream class teachers. To conclude, teachers’ multicultural attitudes and work-related wellbeing are mediated by self-efficacy and this important link should be acknowledged when designing professional development programs in order to create supportive and competent learning environments for all students.

Hopeful futures for refugees in higher education: cultivation, activation, and technology

This paper discusses hopeful futures for higher education and the use of technology in realising those futures through the lens of refugee education in Uganda. Through an analysis of qualitative research done with refugee students and teachers participating in a blended bridging programme designed to prepare students for entry and success in higher education, this paper explores the interplay between contingency and positions of hope for refugee students in relation to higher education and further assimilation into civic society. Two themes emerged from the analysis that suggested a prioritarian orientation for higher education to realise a more hopeful future. First, hope renders as an act of cultivation as refugee students become exposed to new concepts and develop confidence in relation to them. Second, digital technologies broaden the cultivation of hope towards greater civic participation, even if access to higher education is not achieved. Third, hope correlates to action not necessarily as a linear progressive trajectory but as a diligent watchfulness for positive possibility. The implications for higher education are that taking a prioritarian lens for refugees in educational design engages with the contingencies that impact all, placing the sector deliberately in search of positive possibility in its orientation and design.

“Scholars in Great Need:” Responses to Refugee Staff and Students at the University of Birmingham 1933–1945

ABSTRACT This article examines the ways in which the University of Birmingham assisted refugee academics and students from Nazi Germany and other Nazi occupied countries across Europe between 1933 and 1945. It draws on the university’s rich but underused archives to explore institutional policy and to assess the influence of individual staff members in driving it. As a case study it examines and evaluates the role played by a British provincial university in supporting displaced academics before the Second World War and refugee students during the war. Analysis of the primary source material reveals the importance of personal connections and the agency of individual university staff in helping refugees. This study aids our understanding of the roles played by British universities in helping displaced scholars and identifies areas for further research.

Beyond Access: Building the Resilience of South Sudanese Refugee Higher Education Students from the Bidi Bidi Settlement, Uganda

United Nations High Commissioner for Refugees (UNHCR), set a global target of 15 percent enrolment of refugees, in higher education, by 2030. Relatedly, UNHCR stated that beyond access, higher education should build individual and collective resilience of refugee students. This paper looks at the support mechanisms various stakeholders use, to build the resilience of South Sudanese refugee higher education students, from Bidi Bidi settlement in Uganda. This is within the context of Uganda’s Education Response (ERP) for refugees and host communities. The study adopted a qualitative approach, an exploratory case study design, and an advocacy/ participatory philosophical lens, using the intersectional theory. Twenty-seven (27) purposively sampled participants took part in the study. They included 12 undergraduates from two private Ugandan universities, a total of 13 government and non-governmental organization (NGO) officials, and two officials from public and private universities, all involved in refugee higher education. Data was collected through a literature review, in-depth interviews with key informants and students, and a students’ focus group discussion. The study established that, within the context of Uganda’s ERP, South Sudanese refugee higher education students have their resilience built through support, mainly from HEIs and NGOs. The support uses multiple approaches and takes place mainly within the HEIs, with a bit in the settlement. However, it is offered within each stakeholder’s context and thus takes on a silo rather than integrated approach. Support also does not always consider the individual and complex student needs. Nevertheless, the support, which is relatively student-centred does register good social and academic resilience. The study therefore recommends that through a situational analysis and needs assessment, Uganda develops clear objectives, activities and outcomes in the ERP, to guide stakeholders, towards strengthening refugee higher education students’ resilience. The study also designed a model towards enhancing student resilience

Policy brief: Responding to the influx of Ukrainian refugee students in Lesser Poland Voivodeship’s education system

This brief explores how Poland’s education system has responded to the influx of Ukrainian refugee students since the start of the Ukraine-Russia War. In Poland, only 40% of Ukrainian refugee students are enrolled in schools, and the content taught in Polish classrooms can lack inclusivity. To combat this, Poland is offering segregated and immersive schooling options. Both approaches strive to enhance student learning and wellbeing. This brief recommends maintaining the option of both schooling approaches and supports Ukrainian refugee teachers being redeployed as multicultural assistants who can help engage parents and students in Polish schools and overcome the language barrier.

Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools

AbstractCurrently, refugee Ukrainian learners are attending German mainstream schools, leading to an even more diverse student population. Given that the German school system is committed to provide inclusive education for all, this study aims to examine how teachers address Ukrainian students learning needs by means of differentiated instruction. To this end, a qualitative study was conducted in which eight elementary school and advanced secondary school teachers were interviewed. Findings revealed that refugee Ukrainian students in German mainstream schools are taught alongside German students, but are also placed in separated classrooms. Additionally, they occasionally participate in remote learning via Zoom from Ukraine. Furthermore, teachers reported using more frequently tiered assignments or peer tutoring systems. In contrast, practices such as mastery learning or open education are seldomly implemented. Implications of the results, as well as limitations and further lines of research are discussed.

Αναπαραστάσεις εκπαιδευτικών για τη γλωσσική εκπαίδευση μαθητών/τριών με προσφυγικό υπόβαθρο

This research aims to contribute to the debate on the need for an intercultural-inclusive school by focusing on the perceptions of teachers working in public schools regarding the language education of children with refugee background. Data was collected using a questionnaire distributed online to 54 teachers who taught in classes with refugee students during the school year 2021-2022. Descriptive statistical analysis techniques and inferential statistical analysis techniques (x²) were chosen for data analysis. The findings summarize the teachers' positive attitude towards refugee students, while highlighting their perceptions about the obstacles and suggestions for more effective learning of Greek. Finally, an attempt is made to record the variations in the teachers' responses in relation to the variables such as service experience and educational level.

The Impact of the COVID-19 Pandemic in the Inclusion of Refugee Students in Greek Schools: Pre-Service Teachers’ Views about Distance Learning

Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.

Challenges Affecting Refugee Education: A Review of Related Literature

It is the duty of the host countries to ensure that refugees are given access to education by taking appropriate measures to integrate them into their education system. This paper aims to review existing research on the experiences of refugees, with a focus on factors that affect their education in host countries. The paper sheds light on the key issues that arise in the education of refugees. It highlights the challenges posed by language barriers, internal and external factors affecting the students, the role of educators in providing support, and the effectiveness of the school education system in meeting the unique needs of refugee students. By exploring these common themes, the paper aims to provide insights that can help improve the educational experiences of refugees and promote their integration into host societies.

Reconstruction of pedagogical practice for the insertion of refugee students in regular classes

This article is about the insertion of refugees into regular classes and aims to reflect on the pedagogical practice based on this insertion. It was used qualitative and exploratory research with refugee teachers and students linked to a school located in the State of Bahia. An operational discussion group was used for data collection and the softaware WebQDA was used for analysis. The results showed that teachers demonstrated great effort in seeking collective and planned ways of working with refugees and reported the measures adopted to try to adapt the activities.

Experiences of the Polish teachers of primary schools in working with war refugee students from Ukraine – selected problems, limitations and implications for pedagogical practice

ABSTRACT The ongoing war in Ukraine has caused that millions of people, mainly women and children, were forced to flee their country. Poland, as a country bordering Ukraine, accepted the most refugees. In consequence, Ukrainian school-age children started studying in Polish schools but preparing Polish primary schools (schools which educate children who are 6/7–15 years of age) to accept such an unimaginable number of Ukrainian students became a challenge. This was due to the fact that Polish teachers of primary schools had no previous experience of working with refugee students. The following article presents the results of the research survey conducted among 359 Polish teachers working in primary schools, the majority of whom were women (91.4%) and men (8,6%), aged 25–60 years. The research using a questionnaire technique was conducted in 4 Polish provinces that accepted the largest number of Ukrainian refugees. The aim of the research was to identify the mechanisms hindering education and integration of Ukrainian refugee students attending primary schools and to obtain information on the assistance activities provided by Polish teachers addressed to the refugee students. The developed conclusions could be used in schools in Poland and other countries.

Differences in Well-Being at School Between Young Students With and Without a Refugee Background.

Students with a refugee background are a vulnerable group in education. Adverse experiences and unsafe circumstances that they encounter prior, during and after their flight can place a great burden on their mental health and psychological well-being. Little is known about the psychological well-being of young refugee students in kindergarten and early years of primary school. The current study examined the psychological well-being of 4- to 8-year-old students with a refugee background residing in the Netherlands (n = 136), compared to Dutch peers without a refugee background (n = 406). Primary school teachers completed three questionnaires which assessed multiple indicators of their students' psychological well-being: Strengths and Difficulties Questionnaire (SDQ), Social-Emotional Questionnaire (SEV) and Risk and Protective factors Trauma Observation School Situations (RaPTOSS). In line with the hypothesis, results showed overall lower psychological well-being among refugee students compared to non-refugee students. Teachers observed more total difficulties in socio-emotional functioning, anxious and mood disturbing behavior, ADHD symptoms, problematic social behavior and post-traumatic stress symptoms (small effects), and less developed trauma protective factors and prosocial behavior (medium effects) among students with a refugee background compared to their non-refugee peers. However, the findings also demonstrated that half of the refugee students did not have any scores that fall in the clinical range of the psychological and behavioral problems assessed. The results underline the need to promote protective factors such as positive self-image, self-regulation skills, safety and relations in the classroom and prosocial behavior among students with a refugee background.