Responding to the needs of refugee learners in schools in Wales during the pandemic

This research investigated how schools and staff in Wales were able to respond to the needs of refugee learners and their families during COVID-19 school lockdowns. Interviews were conducted with a purposive sample (n = 12) of educators working with refugee learners in primary and secondary schools across Wales, including headteachers, class teachers, English as an Additional Language (EAL) specialists, and bilingual teaching assistants. The findings suggest that most refugee learners were able to take advantage of alternative teaching arrangements for vulnerable learners during these periods and were supported to develop digital skills and use online resources. Refugee families were, however, at increased risk of social isolation, and often had fewer resources to facilitate home schooling. Staff requested specific training and improved communication links to more fully understand the cultural backgrounds and additional needs of refugee learners. Schools also need a coherent strategy and budget allocation to provide adequate support for on-going language learning and acquisition of basic skills, which might include the development of alternative curricula and qualifications for refugee learners, where appropriate.