Previous experience, trickle-down training and systemic ad hoc-ery: educators’ knowledge acquisition when teaching refugee pupils in one local authority in England

Abstract

Schools play a key role in the lives of young refugees and asylum seekers, yet it is unclear to what extent educators are prepared to effectively teach this population. In this study, we examined how educators acquire knowledge relevant to teaching refugee pupils through a survey (n = 295) and nestled case studies of 17 teachers at two schools in England. Educators reported learning mainly through experience-both personal and professional-and they emphasised informal, ad hoc support from colleagues over formal training courses. English as an Additional Language leaders at the two case study schools were particularly relied upon to pass on relevant knowledge they had acquired across their careers. These findings have implications for school staffing and professional development in English schools, as well as contributing to broader discussions about the decentralisation of some education systems and the efficacy of different types of professional development for educators.

Educators' positive practices with refugee pupils at two schools in England

“…In England, studies show that schools have a wide variation in experience with refugee pupils and a corresponding variation in their relevant knowledge and practices with these pupils (Arnot & Pinson, 2005; Ofsted, 2003; Prentice & Ott, 2021; Whiteman, 2005). Given the documented importance of school for refugee children and the continued reception of new arrivals into the country, it is imperative that schools and educators have the tools they need to enact good practice.…”