A Framework for Educating Newcomer Refugees in the United States

Abstract

Each year, the United States resettles more refugees than any other country in the world. These students are placed into foreign learning environments where they are forced to adapt to new academic settings while also adjusting to a new culture. Often times, these students are escaping a violent past and are placed with teachers who have limited training in dealing with such issues. This article provides school leaders with intentional implementation strategies within a three-tiered framework that can be used to guide districts towards a more comprehensive and culturally responsive educational setting. Future research would be beneficial in the areas of students’ feelings of school belonging, selfawareness, nationality equating to academic achievement, and the impact entry age has on academic success.