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Implementing a migrant and refugee mentoring program through action research.
Subhash Koirala1, Geberew Tulu Mekonnen2, Bryce Deller3
1School of Education, University of Tasmania, Hobart, TAS, Australia.
Education students mentored refugee and migrant children, improving their English language skills and school integration. The program also aided in developing resumes and securing employment, fostering broader societal integration.
Area of Science:
- Education
- Sociology
- Psychology
Background:
- Refugee and migrant children face challenges in secondary education.
- Effective support systems are crucial for their academic and social integration.
Purpose of the Study:
- To implement and evaluate a mentoring program for recently arrived refugee and migrant children in secondary school.
- To assess the impact of student-led mentoring on English language skills, academic performance, and societal integration.
Main Methods:
- Action research methodology was employed.
- Education students mentored secondary school students (years 9 and 10) in English language, subject-specific literacy, and further education pathways.
- Program feedback was collected from mentees, teachers, and mentors.
Main Results:
- Positive reception from all stakeholders.
- Significant improvements in English language skills, enabling better participation in all subjects.
- Enhanced confidence and fluency in English led to increased classroom engagement.
- Facilitated integration into the school community.
- Assisted in developing resumes and obtaining part-time employment, indicating broader societal integration.
Conclusions:
- Student-led mentoring is an effective intervention for refugee and migrant students.
- Improvements in language skills directly correlate with academic success and social integration.
- The program positively impacted both the mentees' educational journey and their transition into Australian society.
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