Refugee Students in the Classroom

How can we as future educators ensure that all students get the best education

they can? Jessica Xuereb, Lauren Thomas, Doroteja T, Ashley Shakouri

What is a refugee?

Refugees are: ‘people who are outside their county of nationality or their usual country of residence and are unable or unwilling to return or to seek the protection of that country due to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion’.

(UNHCR Regional Office)

TEACHING VALUES

Tolerance & Understandin

g

Respect

Responsibility

Social Justice

Excellence

Care

Inclusion & Trust

Honesty

Freedom

Being Ethical

Amnesty International Australia. (2010).

Obstacles

• Traumatic experiences• Language Barriers• Parent Resistance• Identity• Discrimination• Socioeconomic

Conditions• Cultural Shock

How can this be identified in the classroom?

• Explosive Anger• Problems with

Authority • Rule Testing

• Difficulties Concentrating

• Withdrawal• Age Inappropriate

Behaviour

These obstacles and behaviours could have an adverse affect on the quality of learning

that the student receives.

(Strekalova, E & Hoot, J.L. 2008)

Managing the Classroom

Seating Arrangement

• Front of Class• Mixed-ability

grouping

Organisations

• Gather information

• Access a translator

Literacy

• Clear, simple instruction

• Extra homework• Support

Programs

APPRECIATEDIVERSIT

Y

Socialisation

Building Relationship

s

Inform

EducateAcknowledge

Awareness

Assist

References• Ajdukovic, M. (1998). Displaced Adolescents in Croatia: Sources of Stress and Posttraumatic Stress

Reaction. Adolescence, 33(129), 209-217.• Amnesty International Australia. (2010). Retrieved March 27, 2011, from Amnesty International:

http://www.amnesty.org.au/• Bash, L. (2005). Identity, Boundary and Schooling: Perspectives on the Experiences and Perceptions of

Refugee Children. Intercultural Education, 16(4), 351-366.• Buehl, D. (2009). Classroom Strategies for Interactive Learning (3rd Edition ed.). Chicago: International

Reading Association.• Dennis, J. 2002. A Case for Change. How Refugee Children in England are Missing Out. London: The

Children’s Society, Refugee Council and Save the Children.• Latest News From Refugee Council of Australia. (2011). Retrieved March 28, 2011, from Refugee Council of

Australia: http://www.refugeecouncil.org.au/index.html• Marriott, K. 2001. Living in limbo: Young separated refugees in the West Midlands. West Midlands: Save

the Children.• McBrien, J. L. (2005). Educational Needs and Barriers For Refugee Students in the United States: A review

of the literature. Review of Educational Research , 75 (3), 329-364.• Rutter, J. 2003. Working with refugee children. York: Joseph Rowntree Foundation.• Stanley, K. 2001. Cold comfort. Young separated refugees in England. London: Save the Children.• Strekalova, E & Hoot, J.L. (2008) What Is Special about Special Needs of Refugee Children? Guidelines for

Teachers. Multicultural Education, 16(1), 21-24 • UNHCR Regional Office - Australia, New Zealand, Papua New Guinea, and the Pacific. (2011). About

Refugees. (Bewebbed Pty Ltd) Retrieved March 27, 2011, from The United Nations High Commissioner for Refugees: http://unhcr.org.au/unhcr/index.php?option=com_content&view=article&id=179:about-refugees&catid=25:about-us&Itemid=54