Creating Spaces of Wellbeing and Belonging for Refugee and Asylum Seeker Students: Skills and Strategies for School Leaders 1st Edition

This practical resource for principals and school leaders provides guidance on how to develop schools into places of belonging for all children, especially children of refugee and asylum-seeker backgrounds. It demonstrates the need for school leaders to be informed, reflective individuals and highlights the role that leaders can play in a school culture that provides a safe place and effective educational opportunities for these students. Written in an accessible manner, each chapter includes a summary of theory and vignettes from school leaders that outline approaches, challenges, critical reflections and suggestions for how their experiences can be adapted to other contexts. Principals' voices and experiences from across the globe are included, representing a range of school levels including primary and secondary, large and small enrolments, religious and public, and urban and rural settings.

This book is intended for use in schools by school principals and aspiring school leaders, and by educational professionals engaged in supporting schools with students with refugee backgrounds.

Scott Imig is Deputy Head of the School of Education and directs the leadership program at the University of Newcastle, Australia. His research is primarily focused on the preparation and support of school leaders and teachers to meet the needs of all students.

Maura Sellars is a Doctor of Philosophy and is currently a lecturer at the University of Newcastle, NSW, Australia after spending 30 years as a teacher, curriculum leader and school leader in primary schools. As an inclusivist, her most recent research has focused on the authentic integration of students with refugee and asylum-seeker experiences into Western classrooms.

John Fischetti is Pro Vice-Chancellor of the College of Human and Social Futures at the University of Newcastle, Australia. His primary focus is on school transformation and rethinking learning and teaching.