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Anne Sofie Borsch, An Verelst, Signe Smith Jervelund, Ilse Derluyn & Morten Skovdal. (2024) Dilemmas of ‘doing good’: How teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark. Pastoral Care in Education 42:1, pages 81-99.
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Rebecca Salter & Liz Chesworth. (2021) Participatory story-sharing practices in the early years with Central and Eastern European families in Scotland. International Journal of Early Years Education 29:4, pages 455-469.
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Sultana Ali Norozi. (2019) How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils: Cases From Two Municipalities. European Education 51:3, pages 231-251.
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Sultana Ali Norozi. (2019) Going beyond academic support; mental well-being of newly arrived migrant pupils in the Norwegian elementary reception class. Pastoral Care in Education 37:2, pages 108-125.
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Paula Hamilton. (2018) Engaging Gypsy and Traveller pupils in secondary education in Wales: tensions and dilemmas of addressing difference. International Studies in Sociology of Education 27:1, pages 4-22.
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Paula Hamilton & Bethan Roberts. (2017) ‘Man-up, go and get an ice-pack.’ Gendered stereotypes and binaries within the primary classroom: a thing of the past?. Education 3-13 45:1, pages 122-134.
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Paula Louise Hamilton & Louise Jones. (2016) Illuminating the ‘boy problem’ from children's and teachers' perspectives: a pilot study. Education 3-13 44:3, pages 241-254.
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Sharon Jayne Jones. (2015) Newcomer pupils in Northern Ireland: a pastoral perspective. Pastoral Care in Education 33:3, pages 154-160.
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Antonina Tereshchenko & Louise Archer. (2015) Identity projects in complementary and mainstream schools: the views of Albanian and Bulgarian students in England. Research Papers in Education 30:3, pages 347-365.
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Paula Hamilton. (2013) Fostering effective and sustainable home–school relations with migrant worker parents: a new story to tell?. International Studies in Sociology of Education 23:4, pages 298-317.
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Articles from other publishers (14)
Emma Soye, Per Kristian Hilden, Arnfinn Andersen & Charles Watters. (2024) Recognising the newcomer: education policy and teaching practices in Norway and England. Frontiers in Education 8.
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Mária Onušková & Mária Pisoňová. (2023) Management of professional education focusing on the teaching of the Slovak Language as a Foreign Language in the context of emigration processes. Journal of Language and Cultural Education 11:3, pages 50-57.
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Anne Sofie Borsch, An Verelst, Signe Smith Jervelund, Ilse Derluyn & Morten Skovdal. (2023) Understanding interventions as social practices: How a school-based mental health intervention for migrant adolescents in Denmark interacted with context. Children and Youth Services Review 153, pages 107109.
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Shuang Lu. (2023) ‘Villagers in the City’: Resilience in migrant youth amidst urbanisation. The British Journal of Social Work 53:1, pages 236-257.
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Sultana Ali Norozi. (2023) The important building blocks of newcomer immigrant students’ education in the Norwegian context. Frontiers in Education 7.
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Mehmet Karakus, Anas Hajar & Hasan Aydin. 2023. Teaching Refugees and Displaced Students. Teaching Refugees and Displaced Students
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Muhammed Abdulai, Triin Roosalu & Brady Wagoner. (2021) Cultural barriers and enablers of integrating educational migrants from the Global South: The case of graduate students in Europe. International Journal of Educational Development 86, pages 102479.
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Eva Bajo Marcos, Inmaculada Serrano & Mª Mercedes Fernández García. (2021) The antecedents of well‐being in first‐generation migrant children: A systematic review. Applied Psychology: Health and Well-Being 13:3, pages 677-692.
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Michael Evans, Claudia Schneider, Madeleine Arnot, Linda Fisher, Karen Forbes, Yongcan Liu & Oakleigh Welply. 2020. Language Development and Social Integration of Students with English as an Additional Language. Language Development and Social Integration of Students with English as an Additional Language.
Shuang Lu. (2020) Family migration and youth psychosocial development: An ecological perspective. Children and Youth Services Review 113, pages 104953.
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Huy P. Phan, Bing H. Ngu, Ruey-Yih Lin, Hui-Wen Wang, Jen-Hwa Shih & Sheng-Ying Shi. (2019) Predicting and enhancing students’ positive emotions: An empirical study from a Taiwanese sociocultural context. Heliyon 5:10, pages e02550.
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Ting Liu & Ronald S Laura. (2018) From education segregation to inclusion: The policy ramifications on Chinese internal migrant children. Policy Futures in Education 16:3, pages 237-250.
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Huy P. Phan. (2016) The self-systems: facilitating personal well-being experiences at school. Social Psychology of Education 20:1, pages 115-138.
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Jayshree Jani, Dawnya Underwood & Jessica Ranweiler. (2015) Hope as a Crucial Factor in Integration Among Unaccompanied Immigrant Youth in the USA: A Pilot Project. Journal of International Migration and Integration 17:4, pages 1195-1209.
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