|Keywords:||Refugees; asylum seekers; children; inclusion; integration; education; schools; barriers; support; Vluchtelingen; asielzoekers; kinderen; inclusie; integratie; onderwijs; school; barrière; ondersteuning; support; flyktingar; asylsökande; barn; integration; utbilding; skolan; barriärer; stöd; Social Sciences; Other Social Sciences; Social Sciences Interdisciplinary; Samhällsvetenskap; Annan samhällsvetenskap; Tvärvetenskapliga studier; Educational Sciences; Pedagogical Work; Utbildningsvetenskap; Pedagogiskt arbete; Learning; Lärande; International Migration and Ethnic Relations; Internationell Migration och Etniska Relationer (IMER); Other Social Sciences not elsewhere specified; Övrig annan samhällsvetenskap; Psychology; Applied Psychology; Psykologi; Tillämpad psykologi; Social and Economic Geography; Social och ekonomisk geografi; HLK, Child Studies; HLK, Child Studies|
|Full text PDF:||http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30510|
BACKGROUND In recent years, there has been an increase in the number of children with a refugee background in the Netherlands. All of these children who are under 18 years of age must go to school, but they face many barriers towards inclusion. Appropriately educating this diverse group of children presents schools with challenges. Supportive programs are needed to overcome these barriers and challenges. AIM The aim of this paper was to explore what supports are put in place to foster refugee students’ inclusion in school. METHOD A systematic literature review was conducted to synthesize research on school-based programs and practices. RESULTS A broad range of supports were identified. Most studies addressed access barriers to learning by offering emotional and educational support, while fewer studies focused on opportunity barriers such as negative attitudes and lack of parental involvement. CONCLUSION It was concluded that schools can play an important role in supporting the inclusion of refugee children and their families because of their accessibility, but that more high quality research is necessary in order to assess the effectiveness of supports that minimize barriers towards learning and promote their inclusion in school.