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Published on: June 6, 2020
Setting Research Priorities To Support Arabic-speaking Newcomer Students Resettled in the US: Findings from a
Alli Gillespie1, Lily Coll1, Cyril Bennouna2
1Washington University in St. Louis, St Louis, United States.
None:
Schools serve as a critical site of inclusion for Arabic-speaking refugee and immigrant adolescents as they face unique challenges upon resettlement in the US. This study employs a consensus methodology and ranking procedure with key stakeholders (n = 25) to identify research priorities for supporting newcomer students and families. Results from the consensus activity suggest five key priority areas for future research: (1) exploring culturally responsive psychosocial strategies, (2) meaningful parent engagement and teacher support, (3) longitudinal and context-based approaches, (4) language learning, and (5) policy impacts on newcomer student outcomes. Findings can inform collective learning efforts toward improving school-based supports for refugee and immigrant student populations.
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