Barriers and Facilitators for Academic Success and Social Integration of Refugee Students in Canadian and US K–12 Schools: A Meta-Synthesis
Bibliographic record
Abstract
Despite the status of Canada and the United States as major destinations for refugees worldwide, school-age refugee children in their K–12 schools continue to face significant challenges. To better understand barriers and facilitators for refugee students after resettlement, we carried out a meta-synthesis of 34 peer-reviewed articles that shed light on the educational experiences of refugee students in this geographic context. Our analysis shows that refugee students face such barriers as inappropriate grade placement, deficit thinking of teachers, language barriers, lack of trauma-specific counselling, and misunderstandings in family-school communication. Nevertheless, refugee students benefit from culturally relevant curriculum and pedagogy and the availability of cultural brokers and liaisons. The key theoretical and policy implication of this meta-synthesis is the need to shift the focus from the type of refugee programs (integrated or separate) to the presence of facilitating factors that enhance the academic success and social integration of refugee students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.024 | 0.089 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.007 | 0.013 |
| Bibliometrics | 0.010 | 0.015 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".