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Refugee students are children who have been forced to flee their native countries due to war, persecution, human rights abuses, and more. They often face unique challenges in their host countries, including language barriers, cultural differences, and emotional trauma. Additionally, many may face traumatic health issues (both psychological and/or physical). For example, students from Ukraine, Palestine, and Sudan (three of the many wars that are sadly occurring) may have physical issues they may need help adjusting towards such as a missing limb.

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According to the UNHCR, over half of the world’s refugees are children. Many have experienced interruptions in their education and face issues integrating into new school systems.

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Refugee students come from diverse educational backgrounds. Some may have had limited formal education, while others might be highly educated. Understanding their educational history is crucial for providing appropriate support.

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Refugee students often deal with language barriers, cultural shock, disrupted education, and trauma. These challenges can impact their academic performance and social integration.

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Language is one of the most significant barriers for refugee students. Limited proficiency in English can hinder their ability to understand lessons, participate in class, and complete assignments.

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Educators and school staff may lack the cultural competency needed to effectively support refugee students. This can lead to misunderstandings and missed opportunities for connection and support. It may even cause offense.

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Many refugee families may not have access to essential resources, such as counseling/therapy, academic tutoring, and extracurricular activities, which can greatly benefit students.

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Refugee students are often targets of bullying and discrimination due to their different backgrounds. Schools must take proactive measures to create inclusive and safe environments for all students. In California, Seth's Law is a newly enacted law that stipulates school policies on bullying and harassment, along with instructions on how to create a formal complaint, are easily accessible to everyone. Educators should make sure that refugee students are aware of this process.

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World Day of Bullying Prevention, National Culture Week, Block It Out, #SeeMe ... National Awareness Campaigns to change the culture and see people for who they really are.

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Incorporate language support in the classroom by using visuals, simplified texts, and peer support systems. Encourage students to engage in English language learning both inside and outside the classroom. Let students know that even things like cartoons can help them learn :)

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University of San Diego - Professional & Continuing Education

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Imagine trying to learn a classroom lesson when you don't understand the language in which it is being presented. Teaching English language learners requires specialized strategies; and at the most basic level, one of those strategies is to "put yourself in their shoes."

More than 5 million children in U.S. schools are classified as English language learners (ELLs), according to the Department of Education. These students face the dual challenge of learning the material while also learning the language, as their teachers face the added challenge of using the right educational strategies to help them succeed.

Some of the most effective English language learner strategies start with common sense and respect for cultural differences. Simply getting to know the students is considered to be an essential part of the process.

For educators who teach English language learners, developing a deeper understanding of their unique needs and the best practices for teaching them has many benefits. These include:

Better and easier lesson planning

Improved ability to monitor student goals and achievements

The satisfaction of making a difference in the lives of young people learning to communicate in what can be a pretty confusing language

Here, we will review a range of time-tested English language teaching strategies that benefit students and educators alike.

How Can ELL Strategies Help Me as an Educator?

In addition to achieving better learning outcomes for students, embracing best practices and strategies for working with English language learners offers some fundamental, organizational benefits for educators as well.

For example, when you have a well-thought-out plan for engaging and teaching your ELLs, you are able to more effectively manage your lesson planning and monitor the progress of your students. You will also waste less time on strategies that don't work for your students.

Ultimately, an organized and focused approach to teaching non-native speakers is also the most effective way to create a solid foundation for them to become autonomous learners in English.

What About Using 'Scaffolding' for English Language Learners?

Scaffolding can mean a number of things when it comes to language development. First, it can refer to allowing students to continue limited use of their first language while learning English. Though the point is to train students to become independently proficient readers, writers and speakers of English, allowing native speech can help students figure things out, rather than go silent if they don't understand or know an answer.

According to CollaborativeClassroom.org, "A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and, in this case, language acquisition."

The use of sentence frames - partial sentences that include blank spaces where students fill in missing words or information - is another example of scaffolding-type techniques that can help students learn language. In a broader context, scaffolding refers to giving students the support, context and tools they need to learn new materials, ideas or skills.

11 Strategies for Teaching English Language Learners
1. Cultivate relationships
This one is a "no-brainer" no matter what language you speak. As a teacher, getting to know each student helps you understand who they are, where they come from and, perhaps, gain some insight into what teaching and learning styles are most effective for them.

For the students, knowing that your teacher cares enough to make the effort to get to know you as a person can have a motivating effect. It contributes to an atmosphere in which each student feels known and appreciated, and is therefore more likely to fully open themselves to the learning process rather than succumb to feelings of reticence or shyness that can often accompany a lack of language skills.
2. Be culturally aware
Since many English language learners come from outside the U.S., part of creating the ideal learning atmosphere may include cultivating an appreciation of diversity. Developing an awareness of each student's background, religious and cultural practices may also provide insights that affect how you interact with a particular student (for example, if they come from a cultural tradition where eye contact with adults is viewed as disrespectful).

At a very basic level, engaging in discussions about the different cultural backgrounds of students helps everyone get to know each other and reinforces the idea that different cultures include many similarities and differences - an important concept when some students are in the process of acquiring a new culture and language. Some educational advocates also suggest home visits as an effective "extracurricular" way for educators to invest in building rapport.
3. Teach language skills across all curriculum topics
In many cases, your English language learners may also be receiving specific English as a Second Language instruction from an ESL specialist. However, it is helpful for teachers of all curriculum topics in mainstream classrooms to understand and embrace the role of language teacher as well.
4. Speak slowly and be patient
You have a lot of material to cover, but there is no need to rush. In fact, teachers of ELLs are encouraged to consciously slow things down. This can mean:

Speaking in a slower, measured cadence

Being a bit more aware of your enunciation

Allowing extra time (an additional 3 to 5+ seconds) for students to respond

The extra seconds give all students a little extra time to think and formulate a response. "Researchers have found that typically most teachers give 1 to 2 seconds between asking a question and expecting a student response," Larry Ferlazzo, a teacher, education blogger and co-author of "The ESL/ELL Teacher's Survival Guide," told Edutopia. "The same researchers have shown that if you wait 3 to 5 seconds, the quality of responses is astronomically greater."
5. Prioritize "productive language"
Speaking and writing are sometimes characterized as "productive language" because they both literally require students to "produce" language output, in contrast with reading and listening, which are described as "receptive" skills.

Teachers who are not language specialists may not be aware that English language learners are likely to develop those receptive skills first. It is important to emphasize the fact that evidence that students are reading, listening or understanding does not necessarily equate to progress in expressing themselves through fluency in speaking or writing.
6. Use a variety of methods to engage learning
The idea here is to provide students with multiple options for taking in information, processing and making sense of ideas, and sharing what they are learning. This is often referred to as "differentiated instruction" - an educational practice that involves recognizing that "students each have their own unique gifts and challenges; interests, aptitudes and learning styles" and tailoring instruction to meet students' individual needs.

According to Edutopia, "All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier."
7. Utilize visual aids
The strategy of using visual aids also connects to the idea of differentiated instruction, which is considered central to teaching English language learners. In this case, it is understood that some students are "visual learners" whose ability to digest and process new concepts and material is enhanced by the use of pictures, diagrams, charts and other visual tools.

The belief is that combining "nonlinguistic representation" along with the linguistic component of each lesson benefits all students and not just English language learners - the operative strategy here is to "show" as well as "tell." In addition to pictures, diagrams, etc., teachers are encouraged to write everything on the board so students can see as well as hear the information.
8. Coordinate with the ESL teacher
Since ELLs are often receiving specific English as a Second Language instruction from an ESL specialist, it can be very helpful to check in with their ESL instructors. Doing so can help the educators involved develop a fuller understanding of how regular classroom work can support ESL instruction, and vice versa.

Such discussions can yield insights into individual students and their learning styles or challenges; they can also be helpful for sharing information about curriculum topics, potentially providing ESL teachers with ideas for highly relevant vocabulary words that can reinforce academic lessons.
9. Pre-teach new vocabulary words
When you have a challenging reading assignment coming up, some experts encourage you to preview or "pre-teach" new vocabulary words that may be unfamiliar to ELLs, or even to give them a copy of the article or link to the material ahead of time.
10. Build in some group work
Instructor-led, whole-class activities may make up most of your class period but it can also be very helpful to build in time for group work as well. This is because it affords additional opportunities for ELLs to practice their language skills with peers in a less formal, lower-risk setting.
11. Respect moments of silence
Many new language learners tend to be a little reticent and quiet, opting for silence over speaking up and saying something "wrong" in a language that is still unfamiliar. Therefore, teachers are encouraged to be mindful of this and not be too aggressive in forcing students to open up at the outset. Ongoing support and patience is preferable to pressure, since such initial silence is considered to be a normal stage in learning a second language.

Academic Support for Teaching English Language Learners

Teachers whose work involves supporting the language development of non-native speakers also have the opportunity to take courses that are focused on skills, techniques and best practices for teaching English language learners.

For example, the University of San Diego offers an online course titled "Teaching Strategies for ELLs" that is ideal for K-12 teachers. Participants earn 2 graduate-level extension credit units while focusing on:

Ways to integrate language acquisition and academic content learning

Assessment approaches that measure student achievement within a linguistically diverse classroom

Research-based strategies for differentiating instruction to promote student learning

To learn more about the curriculum, expected learner outcomes and cost, contact us today or review the "Teaching Strategies for ELLs" course page.

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University of San Diego - Professional & Continuing Education

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher] - University of San Diego - Professional & Continuing Education

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher]. Advance your career with professional and continuing education from the University of San Diego.

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Create a culturally inclusive classroom by celebrating diversity, incorporating culturally relevant materials, and showing respect for all cultures. Engage with students' families to understand their cultural backgrounds better.

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This tool has been developed as part of the Inclusive School Communities Project, funded by the National Disability Insurance Agency. The project is led by JFA Purple Orange.

Introduction

"Inclusive education involves valuing and facilitating the full participation and belonging of everyone in all aspects of our education communities and systems." ¹ Schools want guidance on how to establish and maintain an inclusive school culture that reflects inclusive values and is upheld by inclusive policies and practices. This tool is designed to assist school leaders and staff to reflect on the meaning of school culture. It presents ways in which schools can establish and sustain an inclusive school culture through building community and establishing inclusive values.

This tool considers inclusive culture at the whole of school level (rather than in individual classrooms) and looks at how school leaders can 'set the tone' for inclusive education.

Supporting inclusion school-wide and beyond into the school community means that students, families, friends, neighbourhoods, businesses and services all contribute to the inclusive culture and wellbeing of the school.

Ideas

The idea we are exploring here is that it takes intentional effort and measures to create an inclusive school culture and an environment embedded in inclusive education. It may require an overall shift in thinking around every aspect of the school. Setting up an inclusive school culture requires commitment and robust leadership from school leaders who play a key role in setting inclusive values and practices. The message needs to be strong, consistent and upheld by everyone.

What is School Culture?

Nicole Eredics, inclusion classroom teacher and author of 'Inclusion in action: Practical strategies to modify your curriculum', defines school culture as "the collective norms, attitudes, ideals and behaviours that characterize a school and are demonstrated by school leadership, teachers, students and the larger community." ² In an inclusive school, every student regardless of ability and background is included in every aspect of school life - in general education classes and in school events, activities, and excursions.

Indicators for Creating Inclusive Cultures

The Index for Inclusion (schools' version) has been translated and/or adapted for use in many countries around the world and is a set of materials for inclusive school development. According to the Index for Inclusion, inclusive school culture involves building community and establishing inclusive values ³. The indicators of building community are:
* Everyone is made to feel welcome.
* Students help each other.
* Staff collaborate with each other.
* Staff and students treat one another with respect.
* There is a partnership between staff and parents/carers.
* Staff and governors work well together.
* All local communities are involved in the school ⁴.

The indicators of establishing inclusive values are:
* There are high expectations for all students.
* Staff, governors, students and parents/carers share a philosophy of inclusion.
* Students are equally valued.
* Staff and students treat one another as human beings as well as occupants of a 'role'.
* Staff seek to remove barriers to learning and participation in all aspects of the school.
* The school strives to minimise discriminatory practice. ⁵

Inclusive Schools Start with 'Yes'

'Gatekeeping' is when a limitation is placed on students' access to general educational environments, or participation in the broader activities within the school; it can take many forms including when mainstream educational institutions steer students living with disability to a segregated setting (such as a special school or special education unit) ⁶. Clearly, inclusive schools do not engage in gatekeeping and have policies and staff training in place to avoid gatekeeping, which is illegal under the Disability Discrimination Act (1992). Inclusive schools welcome all school-age children regardless of ability or diversity and provide a rich and meaningful education for all children in general education classrooms with appropriate modifications and supports. According to Eredics, inclusive schools start by saying 'yes' and the premise is:
* 'Yes, we will educate every child together as peers.'
* 'Yes, every child is welcome and a valued member of our school.'
* 'Yes, we will adapt and modify our approach so that every child has a chance to learn.' ⁷

Action

According to All Means All, the nationwide multi-stakeholder alliance for inclusive education,
Schools that have inclusive school cultures and adopt structures, systems and methodologies that are aimed at responding to the diverse needs of ALL its students - like "universal design for learning" and differentiated teaching - generally don't need to make as many adjustments to accommodate students with disability or diverse learning needs because they have already done the work to establish a school climate, premises and processes that assume their participation. ⁸

Schools want guidance on how to establish and maintain an inclusive school culture that reflects inclusive values and is upheld by inclusive policies and practices.

Eredics proposes several ways to cultivate an inclusive school culture:
* the school's mission statements
* the language used in the school building and documents
* creating thoughtful school schedules and
* accessible events, activities, excursions and celebrations of achievements. ⁹

The following is a summary of Eredics' ideas for setting up inclusive school cultures, however further information can be found in her book 'Inclusion in action: Practical strategies to modify your curriculum'.
School staff are encouraged to assess whether these practices are in operation at their site and whether they reflect inclusive values.

School's Mission Statements

A clearly written and well-worded mission statement is a useful tool for reinforcing an inclusive school culture. ¹⁰ These statements usually set out the values, goals and purpose of the school. It is best practice for staff, students, families and governors to be involved in co-designing the mission statement ensuring all school community members feel a sense of ownership for the mission. The mission statement should also be well-known and visible being at the forefront of people's minds and guiding actions across the school. Schools need to induct and train all educators and administrative staff about their mission, so all staff are familiar with it and understand its relevance to their work. School staff, students and families should be able to explain the school vision and how it informs the way the school operates.

Language

A commitment to inclusive language is an important attribute of a modern, diverse and inclusive school.
Inclusive language is language that is free from words, phrases or tones that reflect prejudiced, stereotyped or discriminatory views of particular people or groups. It is also language that doesn't deliberately or inadvertently exclude people from being seen as part of a group. (p. 3) ¹¹

Inclusive language is understood, accepted, and used consistently across the school and broader community.
In their 'Inclusive language guidelines', the Tasmanian Department of Education states,

There is no place in written or spoken communication for uninformed, prejudiced, stereotypical or insensitive references to people based on their actual or perceived characteristics or membership of particular groups. (p. 3) ¹²

Inclusive schools ensure their staff, students and families understand their responsibility to use inclusive language, that shows courtesy and respect for diversity, in all forms of communication.

It is useful for staff and students to discuss what is and isn't inclusive language; this includes translating complex concepts and ideas to plain English.

An approach used by a government primary school in the Inclusive School Communities Project was getting students and staff to define and describe 'inclusion' so the whole school community had a shared understanding of inclusion. The idea is that the expressions used by students and staff to explain inclusion are displayed broadly around the school in classrooms and on building walls.

Thoughtful School Schedules

The Office for Standards in Education, Children's Services and Skills in the UK reported that development towards effective inclusion was frustrated by rigid timetabling, inflexible staffing and lack of inventiveness in some schools. ¹³
Inclusive schools have flexible timetabling ensuring it suits all students at the school.

The paper 'Timetabling and other practical ideas: Some possibilities arising from the Review of the syllabuses for the senior phase of learning', commissioned by the Queensland Studies Authority, discusses the importance of flexible timetabling:
The positive view is that the flexibility not only provides opportunities for students, it also has the potential to better cater for teachers' needs. It is important to take a positive view when developing timetabling models, and to take the working patterns of teachers strongly into account. (p. 28) ¹⁴

The 'Good teaching: Inclusive teaching for students with disability' guide, published by the Tasmanian Department of Education, recommends 'Use a whole class visual timetable to represent schedules and programmes' and 'Use individual visual timetables for students who need them' (p. 19). ¹⁵ The guide also suggests that timetables in both words and pictures caters for all students. ¹⁶

Accessible Events, Activities, Excursions and Celebrations of Achievements

Inclusive culture is supported through schoolwide opportunities, events and activities for students. ¹⁷ "In an inclusive school, events and activities appeal to a diverse group of students and are made accessible to everyone." ¹⁸ These events and activities provide students with opportunities to assume leadership roles and demonstrate skills and talents that may not be apparent in classroom settings.
Events and activities also provide opportunities for staff, students and families to come together building connection and community.
The most inclusive school communities are ones that encourage parents, students, and teachers to come together and give back to the community. From participating in events to supporting local causes, these activities will bring everyone closer together, and build a sense of belonging. ¹⁹

School leaders are encouraged to run the 'inclusion radar' over every school event and activity to ensure all participants are genuinely included and their access and engagement needs are met. Questions to prompt this thinking:
* Can everyone attend, participate and contribute?
* Are there any individuals or groups who we are excluding or who may find it harder to participate?
* Do we have an accessible venue and equipment and appropriate supports for all participants?

"Nurturing an inclusive school community is about promoting a shared vision of student success - where every child receives the best chance to grow and achieve their goals." ²⁰

There are other ways for educators, leaders, teachers, and parents, to encourage an inclusive and supportive school community. Some of the ideas suggested by SkoolBag, Australia's leading school communication app, are introduced below:

Effective Communication and Opportunities for Dialogue

"One of the most important ways to build a strong and supportive school network is to communicate: communicate effectively, communicate promptly, and communicate often." ²¹ Clear, open, honest and timely communication among school leaders and staff, staff and students, staff and families, and between students is vital to a positive school climate. Students should feel safe to speak up to school leaders and staff when something isn't going well at school or they would like something to be different.

School leadership will need to put effort into communication channels and norms, including the use of digital platforms and apps for communication between parents and teachers. Schools will also need to address any considerations, concerns, and conflicts in a fair and timely manner. A school that welcomes input and dialogue ensures everyone feels safe, included, and able to have their voice heard. ²² Inclusive schools provide their staff, students and families with formal opportunities to provide their feedback and suggestions, ensuring this is listened to and acted upon.

Share and Celebrate Successes

Acknowledging the efforts and achievements (academic and non-academic) of students, as well as staff, contributes to creating a positive school culture that is based on strengths and growth mindset. "Celebrate the good times, whether big or small, and encourage everyone in the community to share in these moments together." ²³ This can be done through school newsletters, assemblies, merit awards, class parties, special lunches, and family events that bring staff, students and families together to connect and share. Inclusive schools support and celebrate students' progress and success including when they engage in actions that enact school values.

Student voice and leadership is another key practice of inclusive and supportive school culture. Ideas to engage and empower students to contribute to their school communities are explored in the tool titled 'Students Leading Inclusive Schools'.

More Information

Many of the ideas discussed in this tool are drawn from 'Inclusion in Action: Practical Strategies to Modify your Curriculum' by inclusion classroom teacher, Nicole Eredics. https://products.brookespublishing.com/Inclusion-in-Action-P1050.aspx
Fact Sheet 4 - Transformation to inclusive education: the next steps published by Children and Young People with Disability Australia. https://www.cyda.org.au/inclusion-in-education
'Good Teaching: Inclusive Teaching for Students with Disability', published September 2015, by the Tasmanian Department of Education, as part of a Good Teaching suite of resources. This publication has been developed for teachers who have not worked with students with disability. It is a practical support resource to give them more confidence in this area. https://publicdocumentcentre.education.tas.gov.au/Documents/Good-Teaching-Inclusive-Teaching-for-Students-with-Disability.pdf
'Inclusive Language Guidelines', published December 2019, by the Tasmanian Department of Education. https://publicdocumentcentre.education.tas.gov.au/Documents/Guidelines-for-Inclusive-Language.pdf

Acknowledgement

This tool was written and edited by JFA Purple Orange.

References

¹ Cologon, K. (2019). Towards inclusive education: A necessary process of transformation. Children and Young People with Disability Australia (CYDA). https://www.cyda.org.au/inclusion-in-education
2 Eredics, N. (2018). Inclusion in action: Practical Strategies to modify your curriculum (5th edition). Brookes Publishing Company.
³ Booth, T., & Ainscow, M. (2000). Index for Inclusion: developing learning and participation in schools. Centre for Studies on Inclusive Education. http://www.csie.org.uk/resources/inclusion-index-explained.shtml
4 Ibid
⁵ Ibid
⁶ Education and Employment References Committee (2016). Access to real learning: The impact of policy, funding and culture on students with disability. Commonwealth of Australia. https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/students_with_disability/Report
⁷ Eredics, N. (2018). Inclusion in action: Practical Strategies to modify your curriculum (5th edition). Brookes Publishing Company.
8 All Means All (no date). Inclusion Toolkit for Educators. http://allmeansall.org.au/for-educators/
9 Eredics, N. (2018). Inclusion in action: Practical Strategies to modify your curriculum (5th edition). Brookes Publishing Company.
¹⁰ Ibid
¹¹ Tasmanian Government (2019). Inclusive language guidelines. Department for Education. https://publicdocumentcentre.education.tas.gov.au/Documents/Guidelines-for-Inclusive-Language.pdf
¹² Ibid
¹³ Office for Standards in Education, Children's Services and Skills (OFSTED) (2006). Inclusion: does it matter where pupils are taught? https://dera.ioe.ac.uk/6001/1/Inclusion%20does%20it%20matter%20where%20pupils%20are%20taught%20(pdf%20format)%20.pdf
¹⁴ Middleton, M. (2007). Timetabling and other practical ideas: Some possibilities arising from the Review of the syllabuses for the senior phase of learning. Queensland Studies Authority.
¹⁵ Department of Education, Tasmania (2015). Good teaching: Inclusive teaching for students with disability. Learnings First. https://publicdocumentcentre.education.tas.gov.au/Documents/Good-Teaching-Inclusive-Teaching-for-Students-with-Disability.pdf
¹⁶ Ibid
¹⁷ Eredics, N. (2018). Inclusion in action: Practical Strategies to modify your curriculum (5th edition). Brookes Publishing Company.
¹⁸ Ibid
19 Thomas, M. (2018). 5 ways you can encourage an inclusive school community. SkoolBag. https://www.moqproducts.com.au/skoolbag/blog/how-to-foster-a-sense-of-community/
20 Thomas, M. (2018). 5 ways you can encourage an inclusive school community. SkoolBag. https://www.moqproducts.com.au/skoolbag/blog/how-to-foster-a-sense-of-community/
²¹ Ibid
²² Ibid
²³ Ibid

If you have any issue accessing any of these documents please let us know and we will try our best to resolve the issue. You can reach us on 08 8373 8388.

Let us know your feedback on the toolkit. We are keen to know if you downloaded any of the tools and how you used them.

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Inclusive School Communities - Inclusive School Culture

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This tool is designed to assist school leaders and staff to reflect on the meaning of school culture. It presents ways in which schools can establish and sustain an inclusive school culture through building community and establishing inclusive values.

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Recognize the signs of trauma and provide appropriate support. Create a safe and stable environment, offer counseling services, and be patient with students who may need extra time to adjust.

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At a glance

Trauma-informed teaching considers how trauma impacts learning and behavior.

Trauma can slow down or completely stop our ability to learn.

Kids experiencing trauma are more likely to fall behind in class or get in trouble for behavior issues.

Imagine you're being chased by a tiger. Your heart races as you feel a surge of adrenaline preparing your body to fight, flight, or freeze. Now imagine that right after escaping the tiger, you have to learn how to multiply fractions. You would likely find this task near impossible, even if you usually find math easy.

Trauma-informed teaching starts with an understanding of how trauma can impact learning and behavior. With this approach, educators think about what student behavior may be telling them. And they reflect on their teaching practices to find ways to better support students who may be experiencing trauma.

Trauma can slow down or completely stop our ability to learn. When our bodies sense a threat, energy rushes toward brain regions specialized in averting danger. This is essential for keeping us alive. But it also means that energy shifts away from the brain regions that help us learn.

When students are experiencing trauma, they might be more distracted or take longer to complete tasks. They may be more irritable or jumpy. And they're more likely to fall behind in class or get in trouble for behavior issues.

Dive deeper

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Learn what trauma is and how it impacts learning. Find out how trauma-informed teaching practices can help kids.

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Partner with local organizations and non-profits that support refugees. These organizations can provide additional resources such as language classes, counseling, and legal advice.

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ORR annually distributes formula funds to states to provide social services to refugees who have been in the U.S. less than five years.

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There are several educational programs and scholarships available specifically for refugee students. Organizations like the International Rescue Committee (IRC) offer educational support and resources.

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Welcome to the U.S. Department of Education's page dedicated to providing information and resources for immigrant, refugee, asylee students and families.

On November 17, 2015, the U.S. Department of Education, U.S. Department of Justice, and the U.S. Department of Health & Human Services released a fact sheet on the rights of unaccompanied children to enroll in and participate meaningfully and equally in education programs.

On October 20, 2015, the U.S. Department of Education released a Resource Guide to help schools, colleges, teachers, and other personnel support the college and career success of undocumented and DACA youth in secondary and postsecondary settings.

Currently, there are over 4.7 million foreign born individuals enrolled in pre-kindergarten to postsecondary education, representing 6% of the total student population. Another 20 million students are the children of foreign born parents.

As a nation of immigrants, America has benefited from the vitality and enthusiasm brought to its shores by those seeking a better life. Successful immigrant and refugee integration efforts build the capacity of schools and early learning programs, communities, organizations, and other stakeholders to support the civic, linguistic, and economic integration of immigrants. i

The programmatic efforts of the U.S. Department of Education (ED) support a number of immigrant populations, including immigrant children (e.g., unaccompanied youth) and the children of immigrants, Deferred Action for Childhood Arrivals (DACA) children and youth, immigrant families, adult immigrants (e.g. refugees, asylees), foreign-born professionals, migrant students, teachers of English learners and foreign languages, and receiving communities. ED's initiatives geared toward learners, teachers, schools and communities support all three pillars of immigrant integration: civic, economic, and linguistic integration.

i Original analysis based on data from 2013 American Community Survey (ACS). Data can be found here.

Migratory workers in the U.S. include those who move within states, between states, and between countries. Therefore, some, but not all migratory workers may be immigrants.

The Office of Migrant Education (OME) aims to provide excellent leadership, technical assistance, and financial support to improve the educational opportunities and academic success of migrant children, youth, agricultural workers, fishers, and their families. Some immigrant students may be eligible to participate in OME's programs, provided they meet the program requirements and fit the definition of migratory children.
More on Migrant Student Educational Resources

Office for Civil Rights - This website includes an overview of the Office for Civil Rights, which enforces several Federal civil rights laws that prohibit discrimination on the basis of race, color, national origin (including lack of English proficiency), disability, sex and age, in programs or activities that receive federal financial assistance from ED.

Also available in Spanish and other languages.

President Obama's proposal on our immigration system - The president has called for changing the existing immigration system. This includes his proposals for border security, increased use of E-verify, increasing permanent residencies, and the effect of immigration on the economy.

If you have difficulty understanding English, you may, free of charge, request language assistance services for this Department information by calling 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), or email us at: Ed.Language.Assistance@ed.gov.

Aviso a personas con dominio limitado del idioma inglés: Si usted tiene alguna dificultad en entender el idioma inglés, puede, sin costo alguno, solicitar asistencia lingüística con respecto a esta información llamando al 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), o envíe un mensaje de correo electrónico a: Ed.Language.Assistance@ed.gov.

給英語能力有限人士的通知: 如果您不懂英語， 或者使用英语有困难，您可以要求獲得向大眾提供的語言協助服務，幫助您理解教育部資訊。這些語言協助服務均可免費提供。如果您需要有關口譯或筆譯服務的詳細資訊，請致電 1-800-USA-LEARN (1-800-872-5327) (聽語障人士專線：1-800-877-8339)，或電郵: Ed.Language.Assistance@ed.gov 。

Thông báo dành cho những người có khả năng Anh ngữ hạn chế: Nếu quý vị gặp khó khăn trong việc hiểu Anh ngữ thì quý vị có thể yêu cầu các dịch vụ hỗ trợ ngôn ngữ cho các tin tức của Bộ dành cho công chúng. Các dịch vụ hỗ trợ ngôn ngữ này đều miễn phí. Nếu quý vị muốn biết thêm chi tiết về các dịch vụ phiên dịch hay thông dịch, xin vui lòng gọi số 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), hoặc email: Ed.Language.Assistance@ed.gov.

영어 미숙자를 위한 공고: 영어를 이해하는 데 어려움이 있으신 경우, 교육부 정보 센터에 일반인 대상 언어 지원 서비스를 요청하실 수 있습니다. 이러한 언어 지원 서비스는 무료로 제공됩니다. 통역이나 번역 서비스에 대해 자세한 정보가 필요하신 경우, 전화번호 1-800-USA-LEARN (1-800-872-5327) 또는 청각 장애인용 전화번호1-800-877-8339 또는 이메일주소 Ed.Language.Assistance@ed.gov 으로 연락하시기 바랍니다.

Paunawa sa mga Taong Limitado ang Kaalaman sa English: Kung nahihirapan kayong makaintindi ng English, maaari kayong humingi ng tulong ukol dito sa inpormasyon ng Kagawaran mula sa nagbibigay ng serbisyo na pagtulong kaugnay ng wika. Ang serbisyo na pagtulong kaugnay ng wika ay libre. Kung kailangan ninyo ng dagdag na impormasyon tungkol sa mga serbisyo kaugnay ng pagpapaliwanag o pagsasalin, mangyari lamang tumawag sa 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), o mag-email sa: Ed.Language.Assistance@ed.gov.

Уведомление для лиц с ограниченным знанием английского языка: Если вы испытываете трудности в понимании английского языка, вы можете попросить, чтобы вам предоставили перевод информации, которую Министерство Образования доводит до всеобщего сведения. Этот перевод предоставляется бесплатно. Если вы хотите получить более подробную информацию об услугах устного и письменного перевода, звоните по телефону 1-800-USA-LEARN (1-800-872-5327) (служба для слабослышащих: 1-800-877-8339), или отправьте сообщение по адресу: Ed.Language.Assistance@ed.gov.

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Educational Resources for Immigrants, Refugees, Asylees and other New Americans

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This page provides information and resources for immigrant students.

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Refugee students often need access to mental health services to help them cope with past traumas. Schools can collaborate with organizations providing culturally sensitive mental health support.

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Substance Abuse and Mental Health Services Administration

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Frequently Asked Questions - What is SAMHSA’s National Helpline?

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Non-profit organizations and legal aid clinics offer refugees assistance with legal matters, including asylum applications and family reunification. This support can alleviate some of the stress and uncertainty faced by refugee students and their families.

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USCRI has been serving immigrants by providing legal services since 2010.

The Immigration Legal Services Program offers low-cost, professional legal representation to low-income refugees and immigrants and their families with family- and humanitarian-based immigration matters.

The Legal Services Program offers a variety of legal services, including, but not limited to the following:

Our attorneys in Albany, NY; Des Moines, IA; Raleigh, NC; San Diego, CA; Washington, D.C.; Atlanta, GA; Austin and Dallas, TX; Denver, CO; Detroit, MI; and Richmond, VA, assist families by defending their rights, promoting self-sufficiency, and forging community partnerships. With our help, refugees and immigrants are able to begin their lives in the United States with a sense of security and with the knowledge that their families are protected and respected.

Hila Moss, Director of Legal Services, and Sara Lowry, Associate Director of Legal Services.

Consultations are by appointment only. Please contact your local office to verify which legal services the office provides and to schedule an appointment.

Legal Services Locations and Contact Information

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Legal Services for Immigrants - Refugees Immigration Center / Program

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The Immigration Legal Services Program offers low-cost, professional legal representation to low-income refugees and immigrants.

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Community centers often provide resources such as language classes, cultural activities, and tutoring programs for refugee families. These centers can be a great support system for refugee students.

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While educating refugee students, it is incredibly important to remember their experiences are complex. One needs to be very careful not to use a deficit approac (Gorski). Instead, stress their strengths, such as resilience (BRYCS).

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Back to School: Challenges and Strengths of Refugee Students

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For some students, the start of a brand new school year can be a time of great anticipation, as they begin a new grade, with new teachers and classmates, and reunite with familiar friends. For refugee students, it can be a stressful and challenging time.