Migration Library search resultsCo-financed by the European Fund for the Integration of Third Country Nationals

Title Summary Links Cost Status Location Resource Type
A guide for refugee parents about schools and learning in Scotland Answers to frequently asked questions about school education in Scotland. Useful websites for refugee parents in Scotland. Read More Visit site Scotland Education Scotland document
Dillon, S (2013) The Impact of Migrant Children in Glasgow Schools Dillon (2013) examines educational attainment within two publicly funded Glasgow secondary schools with contrasting experience of migrant pupils. The research focused on migrant children who do not have English as their first language and compared them to locally born children with English as their first language. The study also includes accounts from teaching staff located across the city with experience of teaching classes comprised of migrant and native children. Overall, analysis of both schools showed that while it cannot be said that migrants had improved attainment, there is also no evidence of migrants having impacted negatively on either school’s overall attainment figures. Moreover, migrant children were found to enhance classroom discussion providing a different worldview for their peers and some mainstream teachers. This suggests that their presence has a positive impact. The research was conducted as part of a collaborative master’s project at the University of Glasgow involving COSLA Strategic Migration Partnership and Glasgow City Council’s English as an Additional Language (EAL) Service in association with Glasgow Refugee, Asylum and Migration Network (GRAMNet). See also Foley (2013) for a look at EAL policy and practice. Read More Visit site Free Glasgow City Independent research
Foley et al. (2013) Examining EAL policy and practice in mainstream schools Access to the curriculum for ‘English as an Additional Language’ (EAL) learners is guaranteed under legislation. The legislation obligates schools and local authorities to meet the needs of their EAL pupils, yet this study by Foley et al. (2013) suggests that some providers are falling short. The evidence base presented draws primarily on accounts of trainee teachers who shed light on EAL policy and practice as they experience it during their teaching placements. The study shines an important spotlight on the potential gap between policy and implementation. The authors reflect on both why such gaps in provision have arisen and, how to improve outcomes. Although the study spans a total of eight local authority areas, both the areas and individual schools (including five independent schools) remain anonymous within the study. See also Dillon (2013). Read More Visit site £ Scotland Journal article
Hill et al. (2007) Inter‐ethnic relations among children at school: the perspectives of young people in Scotland Hill et al. (2007) deliver a fascinating insight into the views of children and their perceptions of ethnicity in the school environment. The study captures the opinions of both white and ethnic minority children as they make the important transition from primary to secondary school. Although there were some exceptions, most children expressed the view that their cultural or religious differences were respected by their schools. Teachers too emerged as being free from racist behaviour but regarded by some children as responding inadequately to incidences of racism. Some respondents voiced the opinion that some teachers exhibited favouritism. However, for the majority of ethnic minority children, ethnic background played little part in terms of achievement, making friends and attitudes towards school. See also Deuchar and Bhopal (2013) who explore issues face by Traveller children and include the children’s own experiences of attending school. Read More Visit site £ Scotland Journal article