Refugee students can face significant challenges when entering mainstream classes. A descriptive case study approach was used to explore secondary school teachers' intentions, strategies, and the challenges of teaching refugee students. Ten Western Australian teachers from two schools participated in semi-structured interviews. Endeavouring not to single out refugee students as they enter an Anglo-Western educational system, teachers advocated several strategies that all educators could use to help refugee students successfully enter into mainstream secondary classrooms. The outcomes of this study can positively impact the effectiveness of teaching refugee students and, consequently, their educational outcomes and life trajectory.
|Qualification||Doctor of Philosophy|
|Award date||3 Oct 2022|
|Publication status||Unpublished - 2022|