Elise Klironomos S00203844
Refugee Backgrounds
Sociological issues influence a wide range of the population and these issues
often require assistance from a number of sources who are able to bring
attention to the situation and help resolve it. A sociological issue that affects
an extensive amount of the population are school students who come from
Refugee backgrounds. Refugees are defined as people whom are forced to flee
their country due to war, natural disaster or persecution. Students who derive
from a refugee background are often uneducated, induced with trauma and
are suffering from the issues in their country. It is crucial that light is shun on
these issues in order for students to feel welcome and not displaced in a
country like Australia where multiculturalism is welcomed and education is
majorly funded.
Families with refugee backgrounds are frequently forced to change their living
arrangements. This constant change interrupts the imperative education for
children from these families whom lack language skills and need extra learning
support. Regardless of these short comings, the NSW Department of Education
supports these students by catering for their learning needs and ensuring that
all students receive an adequate education (NSW, Department of
Education,2015). In turn, the amount of support received depends on the visa
category of that family. Children classified as refugees are entitled to full
funding, this includes teaching English as a Second Language (ESL), whereas
Asylum Seekers are not. Asylum Seekers on temporary visas are not receiving
language and special need assistance. The State Government has attempted to
override the approach by the Federal Government by not differentiating the
students based on their visas and thus allowing all students seeking asylum
and refuge to receive the same education (Refugees, 2019).
Children with refugee backgrounds are placed in a school almost immediately
after arriving in Australia. Therein, feeling safe and supported is imperative in
order for them to feel welcome in Australia. Educators are responsible for
ensuring students are well catered for by putting programs in place to assist
them in their transition into their school. Due to the trauma majority of these
students have faced, support systems include counselling, learning support and
financial (NSW, Department of Education, 2017). These children are often
arriving from countries where English isn’t their first language and thus
programs such as English as a Second Language (ESL) and Intensive English
Centre’s (IEC’s) are helpful in ensuring the students are supported and well
educated (Department of Education, 2019).
Elise Klironomos S00203844
In the attempt to provide a supportive schooling environment for students
from refugee backgrounds the Refugee Council of Australia has allocated a
week to raise awareness. Refugee Week encourages staff, students and
communities to participate in activities in which focus on refugee backgrounds.
These activities can include concerts, garden areas, stories regarding refugees
and student artworks (Support for refugee students, 2017). Therein, as this week
is dedicated to reflecting on the life of Refugees and acknowledging their
stories and importance it assists them to feel accepted and welcomed within
the community. By educating the community, peers and educators on the
backgrounds of Refugee people it assists them in gaining knowledge about
strategies which will aid in their interactions. This then leads to students being
able to trust their educators and peers as they build confidence in the
classroom.
As discussed earlier, students from a refugee background are often frequently
moving and are in unstable accommodation arrangements. It is essential that
the school system provides students with a stable environment in which assists
in making them feel welcome and comfortable. A stable environment will
further aid in their adaptation to their new country in order for them to feel
safe and at ease from their prior trauma and stress (Mace, Mulheron, Jones
and Cherion, 2014; Uptin, 2015). Maathumal is a Refugee from Sri Lanka and
she explained that she feels as though she is “able to play with friends freely
and there is no bombs or shots” ABC - Australian Broadcasting Corporation.
(2019). Maathumal has been able to build a trusting relationship with her
educators, peers and community due to the consistency in her school life.
Students who have previously fallen short of a consistent and safe
environment find reassurance when there is a routine put in place as it assists
in knowledge of the upcoming tasks and events. When the student feels safe in
an environment they are more likely to trust their educators and peers. Thus
leading to students being confident with asking questions and accepting the
support provided by the school.
Students from Refugee backgrounds often find it difficult to communicate and
interact with other students and thus it is essential that educators attempt to
actively engage their learners in order for them to reach their full potential
Brady, L. (2006). Educators should encourage their students to collaborate in
their learning in order for them to grasp different concepts. This strategy is
useful as it helps to build trust through communicating with their peers
Elise Klironomos S00203844
regarding in-class activities in which could assist in forming peer relationships
outside of the classroom. Activities such as small group brainstorming leading
to whole class discussions and group projects can often aid in ensuring the
students are collaborating and interacting with one another by sharing their
opinions and ideas.
Students who derive from traumatic backgrounds and chaotic experiences are
in need of specific treated and strategies in order for them to feel safe and
secure in an environment and community. As a future educator I aspire to be
able to assist my students in acquiring the knowledge and confidence to
succeed and reach their full potential whether it be in their education or every
day encounters. I aim to ensure my students feel like they belong to a
community and know that they are able to speak about their experiences and
not be afraid to ask for support. It is evident that students from refugee
backgrounds have seen and been involved in such life threatening events in
which I could never imagine thus by building relationships with these students
it will also assist me in my educator role in ensuring I reach my potential.
Elise Klironomos S00203844
Reference List
ABC - Australian Broadcasting Corporation. (2019). Retrieved from https://www.abc.net.au/
Aveling, N. (2007). Anti-racism in schools: A question of leadership? Discourse: Studies in The
Cultural Politics of Education, 28(1), 69-85.
Brady, L. (2006). Collaborative Learning in action. French forest: Pearson Education
Australia.
Department of Education, M. (2019). Supporting refugee education. Retrieved from
http://www.roads-to-refuge.com.au/refugees-australia/supporting-education.html
Mace, A.O., Mulheron, S., Jones, C., & Cherion, S. (2014). Educational, developmental and
psychological outcomes of resettled refugee children in Western Australia. A review of
school of special needs medical and mental health input. Journal of Paediatrics and Child
Health, 50(12), 985-992.
Refugees, U. (2019). Teaching about refugees. Retrieved from
https://www.unhcr.org/teaching-about-refugees.html#facts
Support for refugee students. (2017). Retrieved from
https://www.education.vic.gov.au/school/teachers/support/diversity/eal/Pages/ealsupport
refugee.aspx
United Nations General Assembly (1965). International Convention on the Elimination of All
Forms of Racial Discrimination. Retrieved 28 February, 2019, from
https://ohchr.org/EN/ProfessionalInterest/Pages/CERD.aspx
