Assessing educational difficulties of students from refugee backgrounds: a case study approach

Abstract The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.