Pedagogical challenges in integrating refugee students in the Global North: A literature review

Abstract

For several years now, military conflict, climate change, lack of food, and other forces have compelled many people around the globe to leave their countries and live in exile. As shown by exponentially increasing statistics, children are leaving their homes, sometimes their families, and their schools. Once they arrive in a country of resettlement, they face the challenge of new schooling. To understand how best to support these exile communities and those who work with them—students, their parents, teachers, schools—I searched the international literature for the main challenges of schooling refugee students in resettlement countries in the Global North. This literature review identifies the variety of their profiles, the challenges related to pre- and post-migration experiences, as well as all the intertwined issues taking place within the school: language learning, relationships with the teacher and with other students, teacher training, etc. These challenges are numerous and their intertwining only makes them more complex. Understanding them therefore seems to be the basis of any action in support of refugee education.

Psychological and Pedagogical Aspects of Adaptation of Displaced Ukrainian Children to the Educational Environment of Another Country

“…Some researchers indicate that the interaction between the culture of the host society and the culture of the refugees, including education, is a key aspect of the transition to a new environment (Sung & Wahl, 2021). Radhouane (2023) singles out two main problems in the adaptation of displaced children:…”

“…There are many active programmes and organizations that provide them with material, financial, and social-psychological support. Nevertheless, forcibly displaced children experience psychological discomfort (Soylu et al, 2020) in the new educational environment, which is determined by the cultural environment of the new country, the lifestyle, the social position of the arriving family, and the child's personal qualities (Radhouane, 2023). This can lead to a decrease in their adaptation capabilities, behavioural disorders (Ruşitoru, 2017), negative emotional experiences, conflicts in the school environment (Yohani, 2011).…”

Integrative strategies for social inclusion and equity: Enhancing refugee access to higher education in Jordan

“…When they do, they face systemic barriers such as lack of access to primary, secondary, and tertiary education. This lack of access risks their future economic security and personal growth [ 20 ].…”