Resource Library

This webinar presents information about who refugees are and how schools can serve these students, offering strategies and approaches for educating refugees and for creating inclusive school environments.

The authors investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education.

Mexican and Central American immigrants, who have long histories of migration to the United States, represent 37 percent of the U.S. foreign-born population, yet are disproportionately represented (71 percent) among the total unauthorized immigrant population.

Dramatic increases have occurred in the number of children who speak languages other than English at home in the United States and English language learners (ELLs) need support both for becoming proficient in English and for maintaining their first language.

This study examines the linguistic and cultural intersections of recently arrived Somali Bantu refugee students in South Texas through the lens of border theory.

This Teaching Tip explains an initiative, Global Book Hour (GBH), that engages families in a global literature read aloud.

Authors discuss what policymakers and educators should consider in order to design supports that meet refugee students' socioemotional, linguistic, and academic needs.

This Teaching Tip explains an initiative, Global Book Hour (GBH), that engages families in a global literature read aloud.

The histories that resettled refugee children bring to classrooms in the United States are multiple and varied. Refugees come from many countries and many socioeconomic, political, linguistic, and ethnic backgrounds.

The Syrian civil war, which began in March 2011, has subsequently displaced nearly 12 million peoplemore than 4 million of them beyond Syria's borders. Children under the age of 18 represent about half of the Syrian refugee population, with approximately 40 percent under the age of 12.