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

Published online by Cambridge University Press:  16 June 2020

Nigar G. Khawaja Open the ORCID record for Nigar G. Khawaja [Opens in a new window]  and
Glenn Howard
Nigar G. Khawaja*
Affiliation:
School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
Glenn Howard
Affiliation:
School of Psychology & Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
*
Address for correspondence: Associate Professor Nigar Gohar Khawaja, School of Psychology & Counselling, Queensland University of Technology, Level 5, O Block, B Wing, Victoria Park Road, Kelvin GroveQLD4059, Australia. Email: n.khawaja@qut.edu.au
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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.

Keywords

academic problemseducational difficultiesrefugeespsychological assessmentschoolsstudents
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 30 , Issue 2 , December 2020 , pp. 97 - 111
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Copyright
© The Author(s) 2020. Published by Cambridge University Press

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