ENSURING EFFECTIVE EDUCATION FOR REFUGEE PUPILS: INSIGHTS AND RECOMMENDATIONS FROM A STUDY IN ENGLAND

Abstract

This study explores positive practices implemented by educators with refugee pupils in two schools in England. The research emphasizes the need for holistic models of education that prioritize the creation of welcoming environments and promote social-emotional well-being alongside language and academic skills. Asset-based approaches that focus on the strengths of refugee pupils are also discussed. The study provides examples of the positive practices used, including creating a welcoming environment, promoting social-emotional well-being, and supporting English language learning. The factors that shape these practices, including pedagogical knowledge, school-level knowledge and practices, and national education system characteristics, are also examined. The findings contribute to the growing body of literature on good practice with refugee pupils and highlight the views of mainstream educators. The study provides insights that can be used to improve practices and promote supportive and effective education for refugee pupils.