Notes
Future research / gaps identified: not stated
Key recommendations:
1) Expand education and professional development for teachers at the postsecondary and workplace level to include diversity, basic ESL literacy, and trauma-informed practices.
2) Improve coordination of community services and the school system to better help refugee youth access the resources they need.
3) Create more opportunities for work experience and volunteering in school programs specifically for refugee youth, to enable their future employment.
Community organizations: n/a
Integration timeline: not defined
Key findings:
1) The support refugee youth had depended on a complex, multi-tiered system of supports that stemmed from: youth and their families; classroom techniques; the beliefs and knowledge of teachers; and a supportive and knowledgeable administration.
2) Challenges in classroom management were due to differences in emotional (dys)regulation, executive functioning, English language skills, and the format of school experiences that refugee youth had prior to Canada.
3) All teachers reported refugee students experienced multipronged discrimination. This included discrimination from Canadian-born students, accultured immigrant students, teachers and administration.
4) Navigating the complexities of community resources that refugee youth need, alongside the paperwork, availability and eligibility of these services, is a significant challenge for teachers.
Key populations: teachers working with a high percentage of refugee youth in their classrooms
