Working with very young refugee children in our schools: Implications for the world's teachers

AbstractIncreasing numbers of very young refugee children are entering the world's schools. Yet, for the most part, very few teachers are prepared to respond to this unique population. This study uses qualitative methodology to answer the following questions: 1: What are unique issues (social/emotional and academic) facing very young refugee children in our schools? and, 2): How can teachers assist very young refugee children in becoming more successful