School support for asylum-seeking and refugee children: a systematic review of literature and exploration of child and family perspectives

Abstract

Overarching abstract Rising incidents of conflict and violence have led to a great increase in the number of forcibly displaced people worldwide. Schools can have a significant impact on how successfully asylum-seeking and refugee (ASR) children settle and adapt to their new lives. This thesis explores how schools can support the ASR population in England. Chapter 1 A systematic literature review was conducted, seeking to answer how schools can support ASR children in England. Considered through an ecological systems framework, six qualitative research papers were analysed using thematic analysis. Five analytical themes were identified and discussed: (1) staff as a valuable resource; (2) peer relationships; (3) flexibility and delivery of the curriculum; (4) school ethos; and (5) fostering the home–school relationship. Implications for educational psychologists were discussed. An opportunity for further research was also identified from this review, as there was a dearth of research that included younger child and family perspectives. This chapter has been prepared for submission to the British Educational Research Journal. Chapter 2 This chapter is a bridge between the systematic literature review and empirical research, providing a methodological and ethical critique. It discusses the decision-making processes of the research, as informed by my conceptual framework. Chapter 3 A qualitative empirical research project was conducted in North East England, seeking to answer how primary schools can support ASR children and families when they first begin school, explored through child and family perspectives. Four families took part in the research, which involved eight semi-structured interviews (four with children, four with adults). Using reflexive thematic analysis, two themes (comprised of five subthemes) were generated. The two themes are (1) impactful relationships and (2) refining school support. The results of this research offer novel findings about what is important to ASR children and families. It hopes to inform how educationalists can work with ASR families when they first begin school, with a specific emphasis on the educational psychologist’s role in working with school staff and families. This chapter has been prepared for submission to the British Educational Research Journal. Chapter 4 This chapter provides a reflective account of my research journey: I explore how this research has impacted me both personally and professionally, and how these experiences will influence my future practice.