Resource Library

This article highlights the story of an 18-year-old newcomer from Central America who attends high school during the day and works at night, a reality many young newcomers face when they arrive in the United States.

This article discusses pressures for refugees to culturally and linguistically assimilateas opposed to integrateand the damage that it can cause both emotionally and academically.

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

The purpose of this resource is to assist with provision of orientation to unaccompanied refugee minors and to refugee youth in general. It was designed for use by overseas orientation providers, but it can be adapted for use by those who deliver orientation in the United States.

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

This article examines barriers that lead to lower levels of enrollment and participation in early childhood education (ECE) by young children of refugees.

This story outlines how educators in Montgomery County, MD, are training with the National Compadres Network to create more welcoming environments for all students in schools.

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.