« Previous | Contents | Next »
Listen
CHAPTER FIVE CONCLUSIONS
This study was commissioned to take stock of issues relating to the education of asylum-seeking and refugee pupils, and in particular to get an overview of education provision and to identify 'best practice'. A specific concern was to ascertain whether policy and practice related to this group of children had changed since previous research undertaken in 1999 (Arshad et al., 1999). This chapter will summarise findings from the study in relation to Arshad et al's research, and identify issues for policy and practice.
5.1 Survey of Scottish Education Authorities
The survey had a disappointingly low return, with responses received from just 44% (or 14 of the total 32) of education authorities, after an initial suggestion of interest in the study. Arshad et al., by comparison had responses from 28 of the 32 authorities, so a direct comparison of results will not be valid, but where possible, links will be made.
Very few responding authorities (5 in total) collected data on the asylum-seeking or refugee status of pupils. This data would be based on voluntary self-disclosure, however, apart from data supplied to authorities by NASS, and figures available could therefore be an underestimate. Arshad et al.'s study noted similar data from 7 authorities; but whether the implication is that fewer authorities now gather this data, or whether authorities who do gather the data did not respond to the survey, cannot be established.
In relation to education authority policies, 13 of the 14 responding authorities reported having policies, either specific or as part of wider policy, for bilingual learners. This represents an increase of two over authorities who made similar indications for Arshad et al.'s study, which suggests that policy awareness of needs of bilingual (or multi-lingual) learners has increased since the previous study.
In the current study, a range of policies and structures that could support some of the needs of asylum-seeking and refugee students, in the absence of specific policies and structures directed at their needs, was identified. The reported availability of anti-bullying and anti-racist policies in most responding authorities is reassuring, though the need for such policies in all authorities, irrespective of the presence of asylum-seeking/refugee pupils, or indeed more broadly multi-ethnic pupils, is essential. The survey suggests that availability of specific funding in this area is limited. However, it is understood that a central service is available to support work with children and young people to prevent and tackle bullying in schools and communities, funded by the Scottish Executive.
Considering the survey findings overall, it must be pointed out that the small number of returns makes generalisation difficult. On the basis of available data it is not possible to assess how representative responding authorities were of all Scottish authorities. Indeed, without further information on why returns were so low after the initial interest in participation, it is also not possible to interpret the low return as a mere lack of interest in the substantive area.
5.2 Experiences of asylum-seeking and refugee students and families in two Scottish cities
The current study has highlighted different aspects of school-life and life outside the school that have a bearing on children's well-being and their educational progress. Of particular note have been the successes of two schools in City 1 in supporting pupil inclusion and achievement, and parental involvement respectively, which must be celebrated. More broadly, the appreciation expressed by students and parents at the welcome they received and the help provided with settling in are positive findings from the study schools. Support provided for children new to English was similarly appreciated, which in the majority of cases allowed children to access the curriculum and make good progress. However, in some cases the study identified a need for continuing help with language; a need for schools to recognise how the refugee experience could impact on a child's educational progress, and not be mechanistically viewed as difficulty with language, was also noted.
The study raised concerns with regard to further and higher education, and career prospects for asylum-seeking students. The current UK government policy situation does not allow asylum-seeking students to access university education; asylum-seeking students wishing to enrol in higher education are liable for fees at overseas tuition rate for full- and part-time courses, and ineligible for student support. Students making transition to further education would also be ineligible for bursary funds, and are likely to be charged at overseas rate for full-time courses. This runs contrary to rights under the 1989 UN Convention on the Rights of the Child, where under Articles 28 and 29 a child has a right to education, which includes a right to further and higher education, on the basis of equal opportunity. However, it might be noted that some support for FE students seeking asylum is provided by the Scottish Funding Council for Further and Higher Education ( SFC). The SFC will waive fees for a full- or part-time ESOL (English as a second or other language) course, or other part-time, advanced or non-advanced course. People seeking asylum are also eligible to apply for support from the hardship fund for help with travel and study costs. This funding is available to individuals seeking asylum, or the spouse, civil partner, or child of a person seeking asylum living in Scotland.
For the most part the study found that children were supported to develop friendships and to socialise by their schools. However, despite this, a case of a particular ethnic group being socially isolated was noted. It is imperative for schools to examine their practice with vigilance to ensure this is not allowed to take place. In a related area, bullying and racism in schools were also discussed in interviews. Study data indicates that despite all schools having policies in this area and taking action when incidents were reported, in some cases action was less than effective and the problem persisted. Findings also show that not all incidents are reported, for fear of compounding the problem. Here it is important for schools to take regular and pro-active preventive action in these areas to provide a safe learning environment for its students.
Racism and racist bullying outside the school, reported particularly in and the vicinity of a school located in a very deprived area, give rise to very serious concerns. High and persistent levels of racist bullying experienced by unaccompanied minors in the city centre are of similar serious concern. It might be noted however, that the study indicates that racist intimidation and bullying of asylum-seeking and refugee communities is multi-faceted, and not perpetrated by White Scots alone. In this area again, if children are not adequately protected from violence, which would include bullying, they are being denied their Convention rights to protection from all forms of physical or mental violence, injury and abuse (Article 19).
5.3 Good practice issues
This study considered what might constitute 'best practice' in education for supporting asylum-seeking and refugee students. The concepts of 'integration' and 'inclusion' were examined. Following Corbett (1999) 'integration' would involve equipping a child to meet the demands of mainstream education and culture, whereas 'inclusion' would mean including the child with his or her own culture into the school, whilst celebrating diversity. In the inclusive model therefore, the school adapts to respond to the diverse needs of its pupils. It was posited that best practice is inclusive practice, and that inclusive practice would be part of a holistic ethos that supports the needs of the whole child.
Practice in study schools was examined in light of the above, and many examples of inclusive practice were identified. These involved particular attention being paid to:
- welcome given to pupils and parents - including appropriate displays at the entrance lobby, how admissions interviews are conducted, provision of school uniforms to needy families to prevent stigmatising, and demonstrating that every child is a valued member of the school
- addressing the child's English-language needs whilst not withdrawing him/her from mainstream education - one possible model involved joint planning with the class teacher and the support teacher, and teachers working with groups that include asylum-seeking and refugee children, and local bilingual and monolingual pupils, thus making any limited 'withdrawal' of groups into corners a non-issue. A second model saw all children supported within mainstream classes from the outset, without any withdrawal
- monitoring pupils' progress, achievements and attainments - this included developing pupil support strategies that indicate high expectations of all pupils, and supporting academic attainment in home languages
- valuing asylum-seeking and refugee pupils - pupils were seen to bring added-value to the school through a widening of perspective, and setting a good example to their peers in terms of commitment to learning
- fostering friendships among all pupils - schools would nominate 'buddies' to help a new pupil settle in, and provide a range of extra-curricular activities to foster inclusion and the development of friendships
- encouraging and supporting parental involvement - parents were encouraged to join the PTA and School Board (now Parent Council) and were involved in various school programmes
- supporting the whole child and raising awareness of inequalities and of refugee issues - asylum-seeking pupils were provided emotional as well as academic support, and games and drama were used to highlight issues around inequality and refugee experiences.
Such examples might form a useful basis for the dissemination of good practice to other education authorities and schools in Scotland.
5.4 Issues for consideration and recommendations for further action
The study has highlighted a number of issues that have policy and practice implications at various levels.
(i) The Scottish Executive and Education Authorities
Survey results indicate a need for better support for wider policies relating to work with asylum-seeking and refugee pupils (chapter 2).
It is recommended that:
- on-going anti-bullying and anti-racist work is undertaken in schools and communities, more information provided about available resources, and adequate funding support provided to all authorities for this and for supporting different categories of vulnerable children
- on-going training in this area is provided for staff, and suitably resourced.
Case studies in schools in City 1 and City 2 suggest that schools may not be fully aware of how the refugee experience could impact on a child's educational performance (sub-section 3.3).
It is recommended that:
- further training and support be provided for teachers on helping asylum-seeking and refugee pupils in the classroom, in particular in relation to the behaviours and obstacles to learning resulting from past traumatic experiences, on an on-going basis.
The study identified many examples of inclusive practice in case study schools in Scotland and in England, which include a 'caring' ethos, non-stigmatising support for pupils new to English, monitoring progress, fostering friendships and socialising among pupils, good home-school links, anti-racism and anti-bullying (sub-section 4.3).
It is recommended that:
- such good practice is celebrated through workshops and training sessions, and is disseminated to, encouraged and promoted in all schools, with easy access provided through web-based documents.
The study raised concerns with regard to further and higher education prospects for asylum-seeking students (sub-section 4.1.1).
It is recommended that:
- the Scottish Executive in association with the Scottish Funding Council for Further and Higher Education works to amend existing regulations to allow asylum-seeking young people access to higher education.
Study data indicate high levels of racism and racist bullying outside of case study schools and education establishments, particularly in the city centre and in a socially deprived area, and some under-reporting of these for fear of repercussions (sub-section 3.1).
In recognition of the negative impact racist abuse can have on pupils' educational experiences it is recommended that:
- the Scottish Executive and local authorities work through and with various community organisations to build and foster better community relations.
(ii) Schools
The efforts made by schools in supporting asylum-seeking and refugee pupils was recognised in the study. However, some areas were felt to require further action (sub-sections 3.1, 3.2).
If the following is not already part of current practice it is recommended that:
- asylum-seeking and refugee pupils (and other pupils new to English) are provided further and continuing help with academic English in order to access the curriculum, even after they seem to have gained competence with social language
- mainstream teachers are provided training, and continue to be provided training where this is already in place, to help them support the development of academic language among asylum-seeking, refugee and other pupils new to English
- schools examine their practice on inclusion with vigilance, to ensure that particular ethnic groups within the school are not experiencing isolation
- policies on bullying and racism in schools are reviewed on a regular and on-going basis, and reinforced through assemblies and PSE
- schools provide additional and on-going staff training on bullying and racism, to make staff more able to spot signs and competent to deal with incidents
- schools should actively seek to share and learn from inclusive practice developed in other schools, as outlined in this report and elsewhere, to improve the support they provide to asylum-seeking and refugee pupils.
« Previous | Contents | Next »