Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Education

Program

Education

Supervisor

Dr. Katina Pollock

Abstract

The number of refugees worldwide has reached approximately 32.5 million, 41% of whom are children and youth under 18 eighteen years of age (UNHCR, 2022). Between 2015-2021, Canada welcomed 218,430 refugees, with over 87,795 being Syrian (Statistics Canada, 2022). With an estimated 87,000 refugee children and youth in Canada (UNHCR, 2022), I engaged with Settlement workers in schools (SWIS) in Ontario, Canada to explore how they identify newcomer refugee K-12 students’ needs, the challenges SWIS experience, and the strategies they draw on to support newcomer refugee students. Settlement workers in schools identified newcomer refugee students had language learning, social, and psychological needs. The challenges SWIS experience include navigating their relationship with schools, resources, intercultural competence at schools, and professional development. The strategies they use to support newcomer refugee students are broadly categorized under individual, family, school, community, and societal supports. As such, I describe the unique role of SWIS as “compassionate connectors” who support newcomer refugee students based on a holistic approach which includes promoting resilience at multiple levels and a compassion-based framework in schools. It is through collaboration with schools, that SWIS play a key role in enhancing intercultural competence of school staff which aids in promoting integration, a sense of belonging, and well-being for newcomer refugee students.

Summary for Lay Audience

There are over 32 million refugees in the world, 41% of whom are children and youth under 18 eighteen years of age (UNHCR, 2022). Between 2015-2021, Canada welcomed over 200 000 refugees (Statistics Canada, 2022). My research focused on how Settlement workers in schools (SWIS) in Ontario, Canada identify newcomer refugee K-12 students’ needs, the challenges SWIS experience, and the strategies they draw on to support newcomer refugee students. Settlement workers in schools identified newcomer refugee students had language learning, social, and psychological needs. The challenges SWIS experience include navigating their relationship with schools, resources, intercultural competence at schools, and professional development. The strategies they use to support newcomer refugee students are broadly categorized under individual, family, school, community, and societal supports. As such, SWIS support newcomer refugee students based on a holistic approach which includes promoting resilience at multiple levels and a compassion-based framework in schools. By collaborating with schools, SWIS play a key role in enhancing intercultural competence of school staff which aids in promoting integration, a sense of belonging, and well-being for newcomer refugee students.

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