Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned

Abstract

This article examines students’ experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students’ adjustment to academic environments that differ markedly from those compared in their countries of origin or the countries of asylum visited prior to their arrival in the United States. Drawing on a qualitative study conducted in New York City at two international schools, as well as program staff from an outside organization that often collaborates with international schools hosting refugee and asylee students, the article documents promising practices and offers practical recommendations for teachers working with refugee students.

Additional information

Funding

We thank the generous support of the Ruth Landes Memorial Research Fund from the Reed Foundation.

Notes on contributors

Mary Mendenhall

Mary Mendenhall is Associate Professor of Practice in the International & Comparative Education Program at Teachers College, Columbia University. Lesley Bartlett is Professor in Educational Policy Studies at the University of Wisconsin-Madison.