Abstract
Refugee populations are increasing globally, and children make up more than fifty percent of those displaced. Unique experiences that come with forced migration including fragmented education, trauma, family separation, grief, and adverse other effects can impact learning in the classroom for refugee students. Existing data indicates that schools lack sufficient protocols to meet the needs of students with refugee status who consistently face risks associated with ill-prepared learning environments, and therefore must rethink possibilities to address this. By adopting strategic decolonized approaches, educational leaders can create supportive environments which improve instructional methods and learning outcomes for these students as they navigate colonized educational institutions to attain academic achievement. This conceptual paper utilizes decolonizing educational theory grounded within the context of recognizing intersectionality to identify the challenges faced by refugee students in secondary education and their transitions to college. The authors offer theoretical and practical recommendations to school leaders in order to support students who are refugees towards their educational goals.
Recommended Citation
Thomas, Kayte and Lipmen, Sara-Jean
(2023)
"Improving the High School and College Classroom Experience for Learners with Refugee Status: Theory, Practice, and Change.,"
Journal of Applied Disciplines: Vol. 1:
Iss.
1, Article 1.
Available at:
https://opus.govst.edu/jad/vol1/iss1/1
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