Educational provision for newly arrived unaccompanied sanctuary seekers aged 15–16

ABSTRACT

Local Authorities in England are rarely able to find a school place for newly arrived unaccompanied sanctuary seekers when the young person arrives in their locality aged 15–16. Criticisms regarding this exclusionary practice are plentiful; that said, it has been argued the dominance of debate regarding access to mainstream education for pupils aged 15–16 obfuscates critical analysis of the educational needs of this group. Focussed on a bespoke Local Authority educational offer for fewer than twenty newly arrived unaccompanied sanctuary seekers aged 15–16, this paper analyses the essence of this offer in relation to social inclusion. Analysed in relation to the category, structure and level/function of the young people’s social inclusion, this paper draws on interview and focus group data to shine a light on the efficacious elements of the offer which point to ways forward for mainstream schools.

KEYWORDS:

• Bespoke education
• newly arrived unaccompanied asylum seeking children (UASC)
• children seeking sanctuary
• social inclusion
• mainstream education

Notes

1 The acronym GCSE stands for General Certificate of Secondary Education. GCSEs are exams taken by English children aged 15–16.

Additional information

Notes on contributors

Geraldene Codina

Dr Geraldene Codina is an Associate Professor at the University of Derby. Her main areas of research address inclusive education and special educational needs and disability (SEND). She recently led the Derby Opportunity Area (OA) SEND Peer Review Challenge Project (funded by the Department for Education) and is currently a member of the Derby OA Inclusion Subgroup. Geraldene has also conducted research for the Irish government, reviewing the Access and Inclusion Model (AIM). Geraldene leads the National Award for Special Educational Needs Co-ordinators (NASENCO) at the University of Derby and is a member of the working group for the NASENCO Provider Group Partnership. Geraldene co-authored the books ‘Leading on Inclusion: The role of the SENCO' (edited), and the ‘SENCO Induction Pack’. Prior to working in Higher Education, Geraldene worked as a Special Educational Needs Coordinator (SENCO) and school teacher in both special and mainstream settings.

Judith Szenasi

Judith Szenasi is a Senior Lecturer on the BA (Hons) Early Childhood Studies Degree at the University of Derby and a fellow of the HEA. Judith teaches a variety of modules across the programme and has also taught on other programmes including sociology, health and social care, social work and community youth programmes. Judith taught at the University of Sheffield and Nizwa University in Oman, focusing on inclusive education. Judith's background is in community development - in particular, working with children and their families. Judith's research interests concern a multiplicity of issues around inclusion, including recently arrived children, disadvantage, and children's meaningful participation within communities. Judith has authored a number of articles and book chapters, including the book chapters 'I am a Certain Person When I Am Here, It Is Not Who I Am - Refugees' Voices within Communities of Change', and ‘The enabling and sustainable practitioner’.