[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597003-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597003-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","towards-equitable-inclusion-for-refugees-the-needs-of-students-with-and-seeking-refugee-protection","Towards Equitable Inclusion for Refugees: The Needs of Students With and Seeking Refugee Protection","","Equitable inclusion in education depends on visibility in education data, yet students with and seeking refugee protection (SWSRP) remain largely underrepresented in national datasets. This study sources, organizes, and analyzes publicly available information and selected empirical literature to assess SWSRP needs across Canada’s primary and secondary education systems. Five globally recurring need areas are identified, including access, accelerated education, language support, mental health and psychosocial support, and special education, with variation across learner circumstances. The findings guide responsive support in Canadian education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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education.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the study define its scope in the Canadian context?",{"text":72,"@type":64},"The study focuses on SWSRP under 18 and distinguishes between students with refugee protection (SwRP) and students seeking refugee protection (SsRP), considering Canada’s 13 educational jurisdictions and publicly available data.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597003,1792208755,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nValerie Schutte & Peter Milley University of Ottawa  \nAbstract  \nDespite data increasingly being used to advance equity in education, students with and seeking refugee protection (SWSRP) are largely invisible in education data. To equitably include SWSRP in national education systems as envisioned by global refugee education policy, data on their needs are required. The purpose of this study was to source, organize, and analyze data on the needs of SWSRP in primary and secondary education in Canada. This needs assessment involved the use of experts, a selective review of empirical literature, and a review of publicly available data. Five common areas of need were identified among SWSRP globally and across Canada’s 13 primary and secondary education systems: access to education, accelerated education, language education, mental health and psychosocial support, and special education. Rates of needs varied by a range of student experiences and circumstances. These data can inform efforts to responsively support SWSRP in Canadian education systems.  \nKeywords: refugee education, inclusion, equity, data, needs, Canada  \nTowards Equitable Inclusion for Refugees: The Needs of Students With and Seeking Refugee Protection  \nData-informed decision-making is increasingly seen as a way to advance equity in education (Datnow & Park, 2018; Mandinach & Schildkamp, 2021a, 2021b; Schildkamp et al., 2019). Equity involves providing fair opportunities to learn and supporting the full development of every student (Harris & Jones, 2019). Nevertheless, the most marginalized groups tended to be invisible in education data at global, national, and regional levels (UNESCO Institute for Statistics [UIS], 2021). This includes students with and seeking refugee protection (SWSRP) (UIS & United Nations High Commissioner for Refugees [UNHCR], 2021).1  \nDespite over 100 million people being forcibly displaced worldwide in the last decade (UNHCR, 2020) and data on forcibly displaced populations being positioned as critical to informing policy responses (UNHCR, 2019a), current data on the education ofSWSRP are limited (UNHCR, 2019b, 2021b), fragmented (UIS & UNHCR, 2022; UNHCR, 2015, 2019b, 2019c), and can rarely be disaggregated by refugee claimant and refugee status (UIS & UNHCR, 2021; Wiseman & Bell, 2021). Where data exists, they relate to the education access and enrolment of SWSRP but even here there are gaps (Cerna, 2019; Global Education Monitoring Report Team [GEMRT], 2019; UIS & UNHCR, 2021; UNHCR, 2021). Data on other aspects of SWSRP’s education (e.g., learning outcomes, education quality, learning environment) are scarce (Cerna, 2019; GEMRT, 2019; UIS & UNHCR, 2021) and often anecdotal (Wiseman & Bell, 2021).  \nChallenges in data use for the education of SWSRP are related to reforms in global refugee policy.  \nIn 1985, UNHCR began supporting the access of all SWSRP to primary education (Dryden-Peterson, 2016). At that time, UNHCR favoured the use of camps to provide shelter and services to forcibly displaced persons, leading to education mainly being provided to SWSRP in camps (Dryden-Peterson, 2016, 2011; UNHCR, 2000). Later, UNHCR altered its policy to support the residence of forcibly displaced persons in urban areas (UNHCR, 2009) and provided alternatives to camps (UNHCR, 2014). This prompted a change in education policy to promote the inclusion of SWSRP in national education systems2 (Dryden-Peterson, 2016; see UNHCR, 2019c, 2012). This shift was not accompanied by a change in the management of education data of SWSRP, which tended to be used by humanitarian organizations (UNHCR, 2019b) and remained unavailable from government-managed education systems (Wiseman & Bell, 2021; Cerna, 2019; GEMRT, 2019). Presently, UNHCR’s strategy for SWSRP, Refugee Education 2030, sets a vision for their “inclusion in equitable quality education in national sy","cbCainyV1Q6e2sN2","https://ap.wps.com/l/cbCainyV1Q6e2sN2","pdf",540576,21,"English","# Abstract\n# Keywords\n# Data Visibility and Equity in Education\n# Challenges in Education Data Use\n# Historical Policy Context and Data Management\n# Purpose\n## Research Questions\n## Scope and Context (Canada)\n## Inclusion Criteria and Jurisdiction Notes","[{\"question\":\"Why are students with and seeking refugee protection (SWSRP) considered “invisible” in education data?\",\"answer\":\"Despite growing use of data to promote equity, SWSRP are largely absent from education datasets at global, national, and regional levels, making it difficult to disaggregate results by refugee claimant and refugee status.\"},{\"question\":\"What five common areas of need are identified for SWSRP in education?\",\"answer\":\"The study identifies five areas: access to education, accelerated education, language education, mental health and psychosocial support, and special education.\"},{\"question\":\"How does the study define its scope in the Canadian context?\",\"answer\":\"The study focuses on SWSRP under 18 and distinguishes between students with refugee protection (SwRP) and students seeking refugee protection (SsRP), considering Canada’s 13 educational jurisdictions and publicly available data.\"}]","Towards Equitable Inclusion for Refugees: The Needs of Students With and Seeking Refugee Protection | PDF",1792084184,53]