Exploring the Experiences of Ontario Grade 4-6 Teachers with Refugee Students

Abstract

The global refugee crisis has significantly impacted millions worldwide, necessitating the need for effective support systems, especially in education. This research addressed the experiences of grades 4 to 6 teachers in Ontario public schools with refugee students. The study sought to investigate how these teachers support the educational needs of refugee students. It also aimed to identify the strategies teachers use to support the educational needs of refugee students. Furthermore, the study aimed to uncover support mechanisms and resources currently available to educators, as well as additional resources and mechanisms that teachers believe would better assist them in educating refugee students. Drawing on the Bronfenbrenner bioecological systems theory, the study delved into the interactions shaping the experiences of teachers and refugee students. Using a multiple case study methodology, semi-structured interviews were conducted with six participants. Data analysis followed the constant comparative method. The research suggested that teachers were dedicated to supporting refugee students despite inadequate training and limited resources. They faced challenges such as language barriers and trauma, which affected students’ engagement and comprehension. Teachers employed various strategies to create inclusive classrooms and provide tailored academic and emotional support. However, they felt incapable due to resource constraints and called for more staffing, practical professional development, and enhanced support services to effectively meet refugee students’ needs.