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Schools are reaching out to asylum seeker and refugee pupils

Schools and LEAs across the country are developing their own effective strategies for teaching asylum seeker and refugee pupils, new research has revealed.

The research, carried out by Professor Madeleine Arnot and Dr Halleli Pinson from the Faculty of Education at the University of Cambridge, describes six models of practice drawn from investigations into how schools and LEAs support asylum-seeker and refugee pupils.

The aim of the research was to explore both the national and local responses to asylum-seeker and refugee pupils and investigate how LEAs and schools respond to the different needs of these pupils.

‘Schools and LEAs recognise that asylum-seeker and refugee children deserve compassion, a place of safety and the opportunity to develop,’ said Professor Arnot.

‘The report highlights the different ways in which the educational system responds to the presence of such children and the need to give schools and LEAs as much support as possible.’

According to the report, LEAs and schools have developed a range of working practices to support asylum-seeker and refugee pupils. In particular, the researchers found six models of practice.

English as an Additional Language model: Both the support offered to these pupils and data monitoring is aimed at improving the English of the pupils

Holistic model: The prime aim of the policy, data collection and support system is to contribute to the social inclusion, well being and development of these pupils

Minority ethnic model: LEAs which adopt this approach support these children within the framework of “raising achievement” and school improvement

New arrival model: Policy and support systems focus on school admission and induction of the pupils
Race equality model: The main focus is on raising the awareness of pupils’ cultural differences and therefore their vulnerabilities

Vulnerable children model: Support is organised to ensure that pupils and their families have access to education and information about their rights and the services which are available to them.

The research did not investigate the impact that the different types of models had on the well-being and learning of young asylum seekers and refugees.

The research was sponsored by the General Teaching Council for England (GTC) and the Faculty of Education at Cambridge University and was commissioned by the Research Consortium, which is made up of the GTC, the Faculty of Education at the University of Cambridge, the Refugee Council and the National Union of Teachers.

The GTC now intends to disseminate the findings of the research through its Achieve network, which supports teachers and other education professionals with an interest in promoting race equality in schools.

GTC Chair Judy Moorhouse said: ‘The research indicates that schools and LEAs across the country are developing their own good models of practice for teaching and supporting asylum seeker and refugee pupils. Far too often asylum is portrayed only in the most negative terms, and so it is extremely positive to hear about the considerable accomplishments of both schools and LEAs.’