Implementation of Social Inclusion to Support Refugee Students’ Well-Being in Victoria, Australia: A Study of School Reports and Policies

Abstract

This paper explores social inclusion approaches implemented by ten secondary schools in Victoria, Australia, to support refugee students’ well-being, as articulated in their policies, reports, and other published documents. Using an exploratory, qualitative research design, we found that all schools employed a holistic approach to implementing social inclusion programs for refugee students. This paper reports on the best practices and unique examples of social inclusion programs from all schools involved in the study.

Keywords:

• Australia
• inclusive education
• English as an additional language (EAL)
• English language learner (ELL)
• refugee students
• refugee well-being
• social inclusion

Disclosure Statement

The authors report there are no competing interests to declare.

Correction Statement

Current affiliation: Department for Child Protection, South Australia