References
- Arnot, M., & Pinson, H. (2005). The education of asylum-seeker and refugee children: A study of LEA and school values, policies and practices. University of Cambridge.
- Australian Government. (2019). Settlement reports. Department of Home Affairs. https://www.data.gov.au/dataset/ds-dga-8d1b90a9-a4d7-4b10-ad6a-8273722c8628/details
- Australian Government. (2023). Refugee and humanitarian program. Department of Home Affairs. https://immi.homeaffairs.gov.au/what-we-do/refugee-and-humanitarian-program/about-the-program/about-the-program
- Baak, M. (2016). Overcoming the ‘hidden injuries’ of students from refugee backgrounds: The importance of caring teacher–student relationships. In A. Sullivan, B. Johnson, & B. Lucas (Eds.), Challenging dominant views on student behavior at school (pp. 145–161). Springer.
- Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 1337–1355. https://doi.org/10.1080/13603116.2014.899636
- Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
- Brown, C. S., & Chu, H. (2012). Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: The importance of school context. Child Development, 83(5), 1477–1485. https://doi.org/10.1111/j.1467-8624.2012.01786.x
- Cassity, E., & Gow, G. (2005, November 27–December 1). Shifting space and cultural place: The transition experiences of African young people in west Sydney schools [paper presentation]. Australian Association of Educational Research Annual Conference.
- Cornelio, D. S. (2020). Inclusion and diversity policy. Lyndhurst Secondary College. https://www.lyndhurst.vic.edu.au/wp-content/uploads/2021/07/Inclusion-and-Diversity-Policy-2021.pdf
- Correa-Velez, I., Gifford, S. M., & Barnett, A. G. (2010). Longing to belong: Social inclusion and wellbeing among youth with refugee backgrounds in the first three years in Melbourne, Australia. Social Science & Medicine (1982), 71(8), 1399–1408. https://doi.org/10.1016/j.socscimed.2010.07.018
- Correa-Velez, I., Gifford, S. M., & McMichael, C. (2015). The persistence of predictors of wellbeing among refugee youth eight years after resettlement in Melbourne, Australia. Social Science & Medicine (1982), 142, 163–168. https://doi.org/10.1016/j.socscimed.2015.08.017
- Dooley, K. T., & Thangaperumal, P. (2011). Pedagogy and participation: Literacy education for low-literate refugee students of African origin in a western school system. Language and Education, 25(5), 385–397. https://doi.org/10.1080/09500782.2011.573075
- Fazel, M. (2015). A moment of change: Facilitating refugee children’s mental health in UK schools. International Journal of Educational Development, 41, 255–261. https://doi.org/10.1016/j.ijedudev.2014.12.006
- Fazel, M., Reed, R. V., Panter-Brick, C., & Stein, A. (2012). Mental health of displaced and refugee children resettled in high-income countries: Risk and protective factors. Lancet (London, England), 379(9812), 266–282. https://doi.org/10.1016/S0140-6736(11)60051-2
- Foundation House. (n.d.). Schools. Retrieved October 19, 2020, from https://foundationhouse.org.au/specialised-programs/schools/
- Horst, C., & Pihl, J. (2010). Comparative perspectives on education in the multicultural Nordic countries. Intercultural Education, 21(2), 99–105. https://doi.org/10.1080/14675981003696198
- Hui, J. (2019). Community and culture. Pakenham Gazette. https://pakenham.starcommunity.com.au/entertainment/2019-09-04/community-and-culture/
- Keddie, A. (2012). Pursuing justice for refugee students: Addressing issues of cultural (mis) recognition. International Journal of Inclusive Education, 16(12), 1295–1310. https://doi.org/10.1080/13603116.2011.560687
- Khanlou, N., Koh, J. G., & Mill, C. (2008). Cultural identity and experiences of prejudice and discrimination of Afghan and Iranian immigrant youth. International Journal of Mental Health and Addiction, 6(4), 494–513. https://doi.org/10.1007/s11469-008-9151-7
- Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26–41. https://doi.org/10.5430/ijhe.v6n5p26
- Major, J., Wilkinson, J., Langat, K., & Santoro, N. (2013). Sudanese young people of refugee background in rural and regional Australia: Social capital and education success. Australian and International Journal of Rural Education, 23(3), 95.
- Matthews, J. (2008). Schooling and settlement: Refugee education in Australia. International Studies in Sociology of Education, 18(1), 31–45. https://doi.org/10.1080/09620210802195947
- Naidoo, L. (2009). Developing social inclusion through after‐school homework tutoring: A study of African refugee students in Greater Western Sydney. British Journal of Sociology of Education, 30(3), 261–273. https://doi.org/10.1080/01425690902812547
- Paxton, G., Smith, N., Win, A. K., Mulholland, N., & Hood, S. (2011). Refugee status report: A report on how refugee children and young people in Victoria are faring. Communications Division for Data, Outcomes and Evaluation, Division Office for Children and Portfolio Coordination, Department of Education and Early Childhood Development. Retrieved October 16, 2020, from http://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/children/refugee-status-report.pdf
- Pinson, H., & Arnot, M. (2010). Local conceptualisations of the education of asylum‐seeking and refugee students: From hostile to holistic models. International Journal of Inclusive Education, 14(3), 247–267. https://doi.org/10.1080/13603110802504523
- Pugh, K., Every, D., & Hattam, R. (2012). Inclusive education for students with refugee experience: Whole school reform in a South Australian primary school. The Australian Educational Researcher, 39(2), 125–141. https://doi.org/10.1007/s13384-011-0048-2
- Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56. https://doi.org/10.1080/13603110903560085
- Thomas, R. L. (2016). The right to quality education for refugee children through social inclusion. Journal of Human Rights and Social Work, 1(4), 193–201. https://doi.org/10.1007/s41134-016-0022-z
- Verkuyten, M., & Martinovic, B. (2006). Understanding multicultural attitudes: The role of group status, identification, friendships, and justifying ideologies. International Journal of Intercultural Relations, 30(1), 1–18. https://doi.org/10.1016/j.ijintrel.2005.05.015
- Victorian Foundation for Survivors of Torture Inc. (2016). School’s in for refugees: A whole-school approach to supporting students and families of refugee background. Retrieved October, 16, 2020, from http://www.foundationhouse.org.au/schools-in-for-refugees/
- Victorian Foundation for Survivors of Torture. (2020). Learning. https://sifr.foundationhouse.org.au/secondary-school/learning/
- Victorian Government. (2016). Anti-bullying policy. St Albans College. http://stalbanssc.vic.edu.au/wp-content/uploads/2017/02/CC-2016.06-ANTI-BULLYING-POLICY.pdf
- Victorian Government. (2017a). 2017 Implementation plan. Craigieburn Secondary College. Retrieved October 19, 2020, from https://craigieburnsc.vic.edu.au/about/annual-reports/
- Victorian Government. (2017b). Gladstone Park secondary college strategic plan 2017–2020. Gladstone Park Secondary College. http://gladstoneparksc.vic.edu.au/wp-content/uploads/2011/04/Strategic-Plan-2017-2020.pdf
- Victorian Government. (2018). 2018 annual report to the school community. Craigieburn Secondary College. Retrieved October 19, 2020, from https://craigieburnsc.vic.edu.au/about/annual-reports/
- Victorian Government. (2019a). 2019 annual report to the school community. Braybrook College. https://www.braybrooksc.vic.edu.au/uploaded_files/media/2019_annual_report_to_the_school_community.pdf
- Victorian Government. (2019b). Craigieburn secondary college newsletter. Craigieburn Secondary College. https://newsletters.naavi.com/i/kNVYDW5/issue-5/page/15
- Victorian Government. (2019c). Education for all. Retrieved November 3, 2019, from https://www.education.vic.gov.au:443/about/programs/Pages/Education-for-all.aspx
- Victorian Government. (2020a). Annual Implementation Plan (AIP) Policy. Retrieved October 19, 2020, from http://www2.education.vic.gov.au/pal/annual-implementation-plan/policy
- Victorian Government. (2020b). Annual report to the school community policy. Retrieved October 19, 2020, from Department of Education and Training website: http://www2.education.vic.gov.au/pal/annual-report-schools-community/policy
- Victorian Government. (2020d). Respectful relationships. https://www.education.vic.gov.au:443/about/programs/Pages/respectfulrelationships.aspx
- Victorian Government. (2020e). School Strategic Plan Policy. https://www2.education.vic.gov.au/pal/school-strategic-plan/policy
- Victorian Government. (2020f). Supporting students from refugee backgrounds. https://www.education.vic.gov.au:443/school/teachers/support/diversity/eal/Pages/ealsupportrefugee.aspx
- Victorian Government. (n.d.-a). A message from the principal. Braybrook College. https://www.braybrooksc.vic.edu.au/page/181/A-Message-from-the-Principal
- Victorian Government. (n.d.-b). Bullying & harassment policy. Craigieburn Secondary College. https://lms.craigieburnsc.vic.edu.au/pluginfile.php/20078/course/summary/Bullying_Harassment.pdf
- Victorian Government. (n.d.-c). Principal’s welcome. Craigieburn Secondary College. https://craigieburnsc.vic.edu.au/about/principals-welcome/
- Victorian Government. (n.d.-d). Vision statement. Braybrook College. https://www.braybrooksc.vic.edu.au/page/184/Vision-Statement
- Wrench, A., Soong, H., Paige, K., & Garrett, R. (2018). Building spaces of hope with refugee and migrant-background students. International Journal of Inclusive Education, 22(11), 1197–1212. https://doi.org/10.1080/13603116.2017.1420251
- Ziaian, T., De Anstiss, H., Puvimanasinghe, T., & Miller, E. (2018). Refugee students’ psychological wellbeing and experiences in the Australian education system: A Mixed‐methods investigation. Australian Psychologist, 53(4), 345–354. https://doi.org/10.1111/ap.12301