Professional Documents
Culture Documents
For a large majority of Australia’s refugee students there is a highly prevalent educational disadvantage. This disadvantage is largely perpetuated by a
range of issues, these are often not recognised and appropriately supported by both educators and schooling systems. Becoming aware of and
recognising these issues and how one’s own practice may exacerbate this educational disadvantage is key to combating this highly prevalent issue.
It is important for educators to acknowledge that many refugee students will have had significantly different upbringings compared to those of their
peers, with many witnessing traumatic events. Dependent on the nature or extent of these events these will have a varying impact on an individual,
often exacerbating feelings of anxiety, withdrawal and anger. Teachers must make an effort to try and recognise what may act as triggers for these
feelings to either minimise these or work to support the student through these emotions to ensure that they do not escalate.
Typically, most teachers will be working with students from a refugee background in a mainstream setting after they have transitioned from an IELC,
New Arrivals Program (NAP) or other equivalent. Despite making this transition it is important for teachers to recognise that students are likely to still
be learning English, meaning they may require a differentiated curriculum or personalised learning plans. It is also common that students will have
difficulty concentrating, needing time to have a break from learning and limited or varied strategies for learning. In recognising these issues, teachers
can meaningfully plan to support these students by adapting learning tasks into smaller, more manageable activities, allowing students to take small,
frequent breaks, and working to build up levels of concentration and focus.