A policy report on Writing beyond the Academy

Table of contents

1. A creative section
2. A more conventional academic commentary section
3. References

The above mentioned problem was and is still one of the most pressing issues of our time, with
hundreds of millions of people around the globe forced to flee their homes due to conflict,
persecution, and other forms of violence. According to the United Nations High Commissioner
for Refugees (UNHCR), in 2019, there were over 79.5 million forcibly displaced people
worldwide, including 26 million refugees around the globe, 45.7 million internally displaced
persons, and 4.2 million asylum seekers (UNHCR, 2020).

Among the challenges faced by forcibly displaced people, access to quality education is a critical
concern, particularly for refugee children. According to a study by Suarez-Orozco et al. (2015),
refugee children face numerous challenges in accessing quality education, including language
barriers, cultural differences, and lack of support from teachers and peers. These challenges can
lead to poor academic outcomes and a higher risk of dropping out of school.
As a researcher with a passion for refugee and migrant education, I have dedicated my career to
understanding and addressing these challenges. Drawing on theoretical perspectives on refugee
and forced migration studies, such as those discussed by Schick and winters (2017), I have
sought to develop practical strategies for supporting refugee children in accessing quality
education.

Recently, I was commissioned by a local NGO to provide a critical account of the challenges
faced by refugee children in accessing quality education in the United States. Having personally
experienced the difficulties of integrating into a new culture as an immigrant in Europe and
America, I was eager to use my expertise to support this important cause. Through my research, I
have identified several key challenges facing refugee children in the US and developed practical
recommendations for addressing them.

In this report, I will provide a detailed analysis of the challenges faced by refugee children in
accessing quality education in the United States, drawing on the latest research and theoretical
perspectives. I will also provide practical recommendations for addressing these challenges,
based on my own research and experience. By working together to support refugee and migrant
education, we can create a more inclusive and equitable society for all.

Through my research, I discovered that refugee children in the US face numerous barriers to
education, including language barriers, lack of cultural sensitivity, and inadequate resources.
Many schools lack the necessary resources to provide the appropriate level of support for refugee
children, resulting in a high dropout rate and poor academic outcomes.

Addressing the challenges faced by refugee children in accessing quality education requires a
multi-faceted approach. As highlighted by Suarez-Orozco et al. (2015), cultural differences and
language barriers can be significant barriers to academic success for refugee children. Therefore,
it is crucial that schools implement culturally sensitive and trauma-informed teaching practices,
which take into account the unique needs and experiences of refugee children. This includes
creating a welcoming and inclusive learning environment, providing opportunities for students to
share their cultures and experiences, and addressing the potential trauma that refugee children
may have experienced before and during their displacement.

In addition to cultural sensitivity, language support is essential for ensuring that refugee children
can fully participate in academic and social activities. Schools should provide comprehensive
language support, including English language classes, translation and interpretation services, and
additional resources for students with limited English proficiency. Moreover, community
partnerships are essential to ensuring that refugee children have access to the necessary resources
to succeed. Schools should work with local community organizations to provide support
services, such as after-school programs, mentoring, and access to healthcare.

It is essential that educators have the necessary knowledge and skills to effectively support
refugee students. As discussed by Schick and Winters (2017), teacher training and development
programs are essential for providing educators with the skills and knowledge to effectively
support refugee students. Schools should establish partnerships with local universities to provide
training and professional development opportunities for teachers, which focus on cultural
sensitivity, trauma-informed teaching practices, and language support.

Implementing culturally sensitive and trauma-informed teaching practices, providing language

support, and working with local community organizations and universities to provide support
services and professional development opportunities for teachers are all essential for ensuring
that refugee children have access to quality education. By addressing these challenges, we can
create a more inclusive and equitable society for all.

It is crucial that the government invests in these initiatives and prioritizes the education of
refugee and migrant children. Not only is it a moral imperative, but it is also crucial for the
economic and social well-being of the country. By providing quality education to all children,
regardless of their background, we can build a more inclusive and prosperous society.
As a researcher with personal experience as an immigrant in both Europe and America, I have a
deep understanding of the challenges that come with integration into a new culture. The United
Nations High Commissioner for Refugees (UNHCR) reports that there are currently over 80
million people forcibly displaced worldwide, with many of them seeking refuge in countries that
have vastly different cultures and languages. Providing the necessary support and resources for
these individuals is crucial to ensuring their successful integration and ability to contribute to
their new communities. Suarez-Orozco, Abo-Zena, and Marks (2015) argue that children of
immigrant and refugee families face unique challenges in terms of identity formation and
cultural adaptation. These challenges can include language barriers, discrimination, and social
isolation, all of which can have a negative impact on academic and social development. To
address these challenges, it is important to work collaboratively across sectors and disciplines, as
suggested by Schick and Winters (2017), to ensure that the needs of refugee and migrant
communities are met effectively. By leveraging the expertise of academia, the resources of
NGOs, and the knowledge of local communities, we can create meaningful change and provide
the support that is needed to help refugee and migrant communities thrive

Forced displacement is a critical concern globally, with millions of people fleeing their homes
due to violence, persecution, and conflict. Access to education is a significant challenge,
particularly for refugee children who face multiple barriers, such as language barriers, cultural
differences, and lack of support from teachers and peers. Lack of appropriate resources often
results in high dropout rates and poor academic outcomes. A researcher has identified several
challenges facing refugee children in the United States and developed practical recommendations
for addressing them. Cultural sensitivity and trauma-informed teaching practices, language
support, and community partnerships are essential for ensuring that refugee children have access
to quality education. Implementing these initiatives is crucial for creating a more inclusive and
equitable society. The government must invest in these initiatives to provide quality education to
all children regardless of their background, ensuring that refugee and migrant communities can
successfully integrate and contribute to their new communities. Collaborative efforts across
sectors and disciplines are necessary to meet the unique needs of refugee and migrant
communities effectively. By leveraging the expertise of academia, resources of NGOs, and
knowledge of local communities, we can create meaningful change and support refugee and
migrant communities
Having experienced the challenges of integrating into a new culture firsthand, I understand the
importance of providing support and resources to refugee and migrant communities. It is only
through collaboration and bridge-building between academia, NGOs, and local communities that
we can truly create meaningful change and support those who need it the most.

Forced displacement is a significant problem worldwide, with refugees and migrant children
facing numerous challenges in accessing quality education, especially in the United States. The
issue of education for these marginalized groups is the focus of this academic commentary. The
authors draw on recent research and theoretical perspectives, as documented in the Journal of
Refugee Studies by Schick and Winters (2017) and Transitions by Suarez-Orozco, Abo-Zena,
and Marks (2015), as well as data from the United Nations High Commissioner for Refugees
(2020) report on Global Trends: Forced Displacement in 2019.

The authors highlight the challenges faced by refugees and migrant children in obtaining quality
education, such as language barriers, limited resources, and discrimination. They discuss
solutions, such as providing culturally responsive teaching, establishing mentorship programs,
and promoting intercultural understanding. Additionally, the authors reflect on the limitations of
academic discourse in addressing the issue of education for refugees and migrant children and
acknowledge the importance of creative writing in raising awareness about these challenges.
This academic commentary emphasizes the need to prioritize education for refugees and migrant
children and provides insights on how to address the obstacles they face in accessing quality
education.

Forced displacement continues to be a major global issue, with millions of people displaced from
their homes due to conflict, persecution, and human rights violations. The United Nations High
Commissioner for Refugees (UNHCR) reported that in 2019 alone, there were over 79.5 million
forcibly displaced people worldwide. Among these are refugee children in the United States who
face significant challenges when it comes to accessing quality education.

One of the primary barriers for refugee children is the language barrier. Many of these children
may come from non-English-speaking countries, and as a result, they may struggle to
communicate and participate effectively in a school environment where English is the primary
language. Additionally, these children may have limited access to bilingual programs, and they
may not have the resources needed to learn English effectively.

Cultural sensitivity is another challenge for refugee children in the US. As Schick and Winters
(2017) note, refugees often come from different cultures, and their experiences and perspectives
may not be understood or appreciated by educators and other students. As a result, these children
may feel excluded and may not receive the support and guidance they need to succeed in school.

Schick and Winters (2017) provide a comprehensive overview of the theoretical perspectives on
refugee and forced migration studies. The authors argue that understanding the experiences of
refugees and migrants requires an interdisciplinary approach that draws on a range of theoretical
perspectives, including sociology, anthropology, political science, and international relations.
The authors discuss the concept of "refugeeness" and how this construct is shaped by a range of
factors, including legal frameworks, economic conditions, and social attitudes. They also
emphasize the importance of understanding the intersectionality of refugee experiences,
including issues of race, gender, and sexuality.

Schick and Winters (2017) highlight the importance of focusing on the agency of refugees and
migrants in their own experiences, rather than viewing them as passive victims of circumstance.
They argue that understanding the ways in which refugees and migrants actively shape their own
experiences is essential for developing effective policies and interventions that support their
well-being. The authors also discuss the concept of "transnationalism" and how the movement of
people across borders creates complex social, cultural, and economic connections between
different communities and nations.

Suarez-Orozco, Abo-Zena, and Marks (2015) focus on the development of children of

immigrants in the United States. The authors draw on a range of research to argue that the
experience of growing up in a family of immigrants can have both positive and negative impacts
on children's development. They discuss the challenges that immigrant families face, including
issues of language barriers, discrimination, and economic insecurity. The authors also highlight
the resilience of immigrant families and the ways in which they draw on their cultural strengths
to support their children's development.

Suarez-Orozco, Abo-Zena, and Marks (2015) emphasize the importance of understanding the
diversity of immigrant experiences, including differences in ethnicity, language, and country of
origin. The authors argue that a one-size-fits-all approach to supporting immigrant families is not
effective and that interventions must be tailored to the unique needs and experiences of
individual families. They also discuss the importance of supporting the mental health and well-
being of immigrant families, particularly given the trauma and stress that can arise from
experiences of migration and resettlement.

The United Nations High Commissioner for Refugees (UNHCR) provides data on global trends
in forced displacement in 2019. According to the report, the number of forcibly displaced people
worldwide reached 79.5 million at the end of 2019, the highest number on record. The report
notes that the majority of displaced people are hosted in developing countries, with Turkey,
Colombia, and Pakistan hosting the highest numbers of refugees. The report also highlights the
gendered impacts of displacement, with women and girls facing higher risks of gender-based
violence, exploitation, and discrimination.

The UNHCR report emphasizes the importance of protecting the rights and well-being of
refugees and migrants, including their access to education, healthcare, and legal protections. The
report notes that the COVID-19 pandemic has had significant impacts on refugees and migrants,
exacerbating existing vulnerabilities and creating new challenges. The UNHCR highlights the
need for international cooperation and support to address the challenges faced by refugees and
migrants and to promote their inclusion and integration into new communities.

Moreover, inadequate resources can also make it difficult for refugee children to access quality
education. This may include a lack of funding for schools in low-income areas, as well as
insufficient resources to support the unique needs of refugee children, such as counseling
services, translation services, and after-school programs.

The research by Suarez-Orozco et al. (2015) suggests that these challenges can have a significant
impact on the academic outcomes of refugee children. For example, language barriers may lead
to poor performance in academic subjects, and a lack of cultural sensitivity may result in feelings
of alienation and disengagement from school. Furthermore, these challenges can increase the risk
of dropping out of school, which can have long-term consequences for the social and economic
well-being of these children and their families.

To address these challenges, it is essential to develop policies and programs that support the
education of refugee children in the United States. These may include providing additional
resources to schools in low-income areas, offering bilingual programs and language classes, and
promoting intercultural understanding and sensitivity among educators and students.
Additionally, mentorship programs and counseling services can help to support the unique needs
of refugee children and their families, both academically and emotionally.

To address these challenges, it is crucial to implement culturally sensitive and trauma-informed

teaching practices, provide comprehensive language support, and work with local community
organizations and universities to provide support services and professional development
opportunities for teachers. Additionally, schools must create a welcoming and inclusive learning
environment, provide opportunities for students to share their cultures and experiences, and
address the potential trauma that refugee children may have experienced.

This commentary highlights the importance of addressing the challenges faced by refugee and
migrant children in accessing quality education, and the necessity of developing practical
strategies to support these children. It is also essential to emphasize the role of the government in
investing in these initiatives and prioritizing the education of refugee and migrant children.
Providing quality education to all children, regardless of their background, is a moral imperative
and is also crucial for the economic and social well-being of the country.

As this commentary is aimed at a non-academic audience, it is important to make knowledge

accessible and relevant to the target audience. This is achieved through the use of clear and
concise language, avoiding jargon and technical terms that may be unfamiliar to non-experts.
The commentary also provides practical recommendations for addressing the challenges faced by
refugee and migrant children in accessing quality education in the United States, based on the
latest research and theoretical perspectives.

It should be emphasized that while conceptual work can be helpful in understanding the
challenges faced by refugee and migrant children, it may not always translate directly into
creative writing beyond academic settings. Research and theoretical perspectives are valuable
tools in providing a deeper understanding of the complexities involved, but the practical
application of these insights requires a careful consideration of the specific contexts in which
these issues arise. For this reason, this commentary offers practical recommendations that are
tailored to the unique needs and experiences of refugee children within the US context.

It is important to recognize that the challenges faced by refugee children in accessing quality
education are often multifaceted and complex. As such, addressing these challenges requires a
nuanced approach that takes into account the diverse range of experiences and needs of these
children. By providing practical recommendations based on a comprehensive understanding of
the specific challenges faced by refugee children in the US, this commentary seeks to provide a
useful framework for educators, policymakers, and community organizations working to support
the academic success and well-being of these children. Ultimately, by prioritizing the needs of
refugee children and promoting a more inclusive and equitable society for all, we can help to
create a brighter future for both these children and the country as a whole.

In conclusion, the challenges faced by refugee and migrant children in accessing quality
education are significant, but they can be addressed through a multi-faceted approach that
includes culturally sensitive and trauma-informed teaching practices, comprehensive language
support, and community partnerships. This commentary emphasizes the importance of
addressing these challenges and provides practical recommendations for doing so, while also
acknowledging the limits of conceptual work that can be brought to bear in creative writing
beyond academia. It is crucial that we work together to support refugee and migrant education
and create a more inclusive and equitable society for all.

The challenges faced by refugee children in accessing quality education in the US are complex
and multifaceted. Addressing these challenges will require a collaborative and sustained effort
from policymakers, educators, and community organizations, as well as a commitment to
promoting cultural sensitivity and intercultural understanding. Through these efforts, it may be
possible to support the academic success and well-being of refugee children and their families,
and to promote a more inclusive and equitable society for all.

The passage discusses the challenges faced by refugee and migrant children in accessing quality
education and proposes strategies to address them. The article suggests that culturally sensitive
and trauma-informed teaching practices, comprehensive language support, and community
partnerships are essential to support refugee children in accessing education. The commentary
emphasizes that the government should prioritize investing in these initiatives and highlight the
importance of quality education for all children.

The article stresses that the practical application of research and theoretical perspectives requires
a nuanced understanding of the unique needs and experiences of refugee children in the US
context. To achieve this, the article suggests that policymakers, educators, and community
organizations should work together to promote cultural sensitivity and intercultural
understanding.

The article's focus on the importance of clear and concise language highlights the need to make
knowledge accessible to non-academic audiences. This is particularly relevant for refugees, who
may have limited English proficiency and difficulty understanding complex academic language.
To support their academic success and well-being, it is crucial to communicate in a way that is
easily understandable and culturally sensitive.

In addition to language barriers, refugee children face a range of challenges that can impact their
academic performance, such as trauma, disrupted education, and poverty. These challenges
require a collaborative effort from various stakeholders, including educators, policymakers, and
community organizations. By working together, it may be possible to address these challenges
and provide refugee children with the support they need to succeed.

Ensuring that all children, regardless of their background, have access to quality education is not
only a moral imperative but also essential for the economic and social well-being of the country.
By providing education to refugee children and promoting intercultural understanding, we can
build a more inclusive and equitable society.

The challenges faced by refugee children in the US are complex and multifaceted, requiring a
collaborative effort from policymakers, educators, and community organizations. One of the key
challenges is the language barrier, as many refugees have limited English proficiency and may
struggle to understand academic language. To overcome this challenge, educators and
community organizations must work together to provide language support and culturally
sensitive education.

Other challenges faced by refugee children include trauma, disrupted education, and poverty, all
of which can impact their academic performance and overall well-being. Addressing these
challenges requires a sustained effort and a commitment to promoting cultural sensitivity and
intercultural understanding. By providing refugee children with the support they need to succeed,
we can promote a more inclusive and equitable society for all.

To achieve this goal, policymakers must prioritize the needs of refugee children and provide
resources to support their education and well-being. Educators must also receive training on
cultural sensitivity and trauma-informed care to better support refugee children in the classroom.
Finally, community organizations can play a critical role in providing additional resources and
support to refugee families, including mental health services and assistance with navigating the
education system.
 References:

Schick, C., & Winters, N. (2017). Theoretical perspectives on refugee and forced migration
studies. Journal of Refugee Studies, 30(2), 135-148.

The United Nations High Commissioner for Refugees. (2020). Global Trends: Forced
Displacement in 2019. UNHCR.

Suarez-Orozco, C., Abo-Zena, M. M., & Marks, A. K. (2015). Transitions: The Development of
Children of Immigrant. New York University Press.