It’s not all about academic achievement: supporting the social and emotional needs of migrant worker children

Hamilton, Paula

doi:10.1080/02643944.2012.747555

Cited by 44 publications

(33 citation statements)

References 8 publications

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“…What's more, the UK government also puts emphasize on the children from migrant workers' families and take care of their rights and wellbeing from 2004. Although migrant children can catch up with the study by themselves or through teachers' help, it is not easy for them to deal with the isolation, cultural and social differences, make some new friends and get accustomed to new norms, values and beliefs [12]. Department of Education and Science and Department for Education and Skills try every mean to assist migrant children with the language and culture and integrate with the completely new environment [12].…”

Section: Achievements In Academic and Emotionmentioning

confidence: 99%

“…Although migrant children can catch up with the study by themselves or through teachers' help, it is not easy for them to deal with the isolation, cultural and social differences, make some new friends and get accustomed to new norms, values and beliefs [12]. Department of Education and Science and Department for Education and Skills try every mean to assist migrant children with the language and culture and integrate with the completely new environment [12]. In addition, migrant children can talk to teachers about their learning difficulties, share their experience and expectations, and ask for the emotional help, which would improve their academic performance as well as interactions and communications with teachers and peers [12].…”

Section: Achievements In Academic and Emotionmentioning

confidence: 99%

“…Department of Education and Science and Department for Education and Skills try every mean to assist migrant children with the language and culture and integrate with the completely new environment [12]. In addition, migrant children can talk to teachers about their learning difficulties, share their experience and expectations, and ask for the emotional help, which would improve their academic performance as well as interactions and communications with teachers and peers [12]. All these supports and extra help from government and school can help migrant children adapt to the new culture and environment, and consequently increase their wellbeing and learning skills.…”

Section: Achievements In Academic and Emotionmentioning

confidence: 99%

See 2 more Smart Citations

Children’s rights and children’s wellbeing in UK

Gu¹

2019

Proceedings of the 2019 5th International Conference on Humanities and Social Science Research (ICHSSR 2019)

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Section: Achievements In Academic and Emotionmentioning

confidence: 99%

Section: Achievements In Academic and Emotionmentioning

confidence: 99%

Section: Achievements In Academic and Emotionmentioning

confidence: 99%

See 1 more Smart Citation

Children’s rights and children’s wellbeing in UK

Gu¹

2019

Proceedings of the 2019 5th International Conference on Humanities and Social Science Research (ICHSSR 2019)

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“…Findings reveal how children, when entering a new school setting, identified their main anxieties as establishing positive peer and teacher relations and also falling academically back because of their poor language skills (Akar, 2010;Akbaba-Altun, 2009). Whilst focusing on developing the children's command of Turkish language skills properly is crucial to access the official curriculum, it is also equally as important to attend to their socio-emotional well-being, in order to create an optimal state for learning (Hamilton, 2013). …”

Section: Theme 19mentioning

confidence: 99%

Impact of internal migration movements on the schooling process in Turkey: Supervisors’ views

Akar

Şen

2017

EPAA

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This study attempted to examine the impact of interregional and urban-rural population movements on schools located in areas subjected to high in-migration and outmigration flows in Turkey based on data collected from primary school supervisors (N=150). A cross-sectional survey design was utilized to examine the most pressing problems confronted in those schools, and possible actions that could be taken by various stakeholders were sought. Overall data suggest that those schools serve mostly disadvantaged populations with poor households. Among the main challenges revealed are lack of adequate school resources and poor facilities, problems caused due to ineffective and untimely implementation of the program, high personnel turnover and recruitment of largely inexperienced and relatively less qualified educational staff, and lower levels of parental involvement in children's schooling. Accordingly, proposed recommendations focused on measures to eliminate capacity and resource constraints, improve hiring practices, and secure adequate supervision and support for educational staff, meet academic and socio-emotional needs of students and facilitate parental involvement in the education of children. Keywords: Migration; educational policy; poverty; primary schools; supervisors Education Policy Analysis Archives No. 25 Vol. 13 2 Impacto de los movimientos de población internos en la escolarización proceso en Turquía: Las opiniones de los supervisores Resumen: En este estudio se trató de examinar el impacto de los movimientos de población interregionales y urbano-rurales en las escuelas ubicadas en zonas sometidas a altos flujos de inmigración y emigración en Turquía, sobre la base de datos recogidos de los supervisores de escuelas primarias (número= 150). Se utilizó un diseño de encuesta transversal para examinar los problemas más apremiantes a los que se enfrentan esas escuelas y las posibles medidas que podrían adoptar los distintos grupos de interés. Los datos globales sugieren que esas escuelas prestan servicios, en su mayoría, a poblaciones desfavorecidas de familias pobres. Entre los principales retos revelados se encuentra la falta de suficientes recursos escolares e instalaciones deficientes, problemas causados debido a la aplicación ineficaz e inoportuna del programa, a la alta rotación de personal y a la contratación de personal docente en gran medida sin experiencia y relativamente menos cualificados, así como niveles más bajos de participación de los padres en la escolarización de sus hijos. En consecuencia, las recomendaciones propuestas se centraron en medidas para eliminar las limitaciones de capacidad y recursos, mejorar las prácticas de contratación y asegurar la supervisión y apoyo adecuados para el personal educativo, satisfacer las necesidades académicas y socio-emocionales de los estudiantes y facilitar la implicación de los padres en la educación de los niños. Palabras clave: Migración; política educativa; pobreza; escuelas primarias; supervisores Impacto dos movimentos migratórios no ...

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“…However, recent educational research has began to focus on migrant students from 'new' EU countries (e.g. Hamilton 2012Hamilton , 2013Moskal 2014;Sales et al 2008;Thomas 2012;Valkanova 2009). …”

Section: Introductionmentioning

confidence: 99%

Identity projects in complementary and mainstream schools: the views of Albanian and Bulgarian students in England

Tereshchenko

Archer

2014

Research Papers in Education

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This paper contributes to the literature on complementary schools as sites of learning and social and cultural identification. We draw on a small-scale multimethod qualitative study conducted in Albanian and Bulgarian community schools in London to explore the agendas of 'new' Eastern European complementary schools with respect to learning and heritage and their impact on migrant students' identities and experiences with education in the UK. Findings demonstrate that different models of complementary schooling and students' experiences of mainstream education affected students' views in different ways. The paper explores how the 'hard' and 'boring' culture of Bulgarian complementary school resulted in students' expressions of greater liking for learning in mainstream school and valuing of its multiethnic context. It further examines how practices in another complementary school and students' wider social experiences resulted in a stronger sense of Albanian heritage identity in students, but in more problematic views of UK cultural diversity. In elaborating these themes we seek to draw some implications for policy and practice.

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It’s not all about academic achievement: supporting the social and emotional needs of migrant worker children

Cited by 44 publications

References 8 publications

Children’s rights and children’s wellbeing in UK

Children’s rights and children’s wellbeing in UK

Impact of internal migration movements on the schooling process in Turkey: Supervisors’ views

Identity projects in complementary and mainstream schools: the views of Albanian and Bulgarian students in England

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