Book Reviews : Jill Rutter, Trentham Books (2001) Supporting Refugee Children in 21st Century Britain - a compendium of essential information ISBN 1 85856 185 X

Issues in Teaching Refugees in U.S. Schools

“…Psychosocial support is also necessary as students move through difficult transitions that may include changing roles, cultural factors, and behaviors (Lodge, 1998) as well as exposure to pervasive racism that did not exist in their home countries (Rong & Brown, 2007). Educators should attempt to identify strengths and resilience factors in the students (Bolloten & Spafford, 1998;Anderson, 2004) that will help them cope with and feel safe in the school environment. It is also essential for teachers to counter isolation and invisibility and be sensitive to students who may seem outwardly well-adjusted but inwardly feel less stable (Bankston & Zhou, 2002;Mosselson, 2006;Wallitt, 2008).…”

“…Partnerships between schools and home can greatly benefit both students and educators (Bolloten & Spafford, 1998;McBrien, 2005;Rutter, 2006;Hughes & Beirens, 2007) and send a strong message to refugee students and parents that the school system values their experiences and identities. As demonstrated by the stories of parental agency above, numerous refugee parents do participate in their children's schooling.…”

“…Teachers may require additional pre-and inservice professional development specific to working with refugee students and their communities. Studies in the United Kingdom have shown that teachers are often reluctant to work with refugees out of fear that students' experiences, needs, and anxieties may be overwhelming and teachers may not be able to appropriately support them (Bolloten & Spafford, 1998). Teachers thus need additional support to learn how to respond to the pressure that comes from knowing children's experiences (Bolloten & Spafford, 1998).…”

“…Studies in the United Kingdom have shown that teachers are often reluctant to work with refugees out of fear that students' experiences, needs, and anxieties may be overwhelming and teachers may not be able to appropriately support them (Bolloten & Spafford, 1998). Teachers thus need additional support to learn how to respond to the pressure that comes from knowing children's experiences (Bolloten & Spafford, 1998). Other structural measures that would strengthen the schooling experiences of refugee students include peer support initiatives such as buddy systems for new arrivals (Lodge, 1998;Cassity & Gow, 2006), organized peer support to address issues of mutual concerns such as peer counseling, homework help, and other group projects (Brown et al, 2006;Mosselson, 2006).…”