Co-creating affirmative learning environments for refugee and asylum-seeker children

Co-creating affirmative learning environments for refugee and asylum-seeker children

Moving to a new Early Years Education and Care (ECEC) service or the first year of school is a major family milestone, but for families with refugee and asylum-seeker status these transitions often involve a unique combination of challenges. More information is needed to support early years educators’ professional understandings of these challenges and to shape effective systemic responses. This longitudinal, qualitative study, based in Brisbane and Logan, Southeast Queensland, explored the experiences of ten children of refugee and asylum-seeker background and their families as the children transitioned from kindergarten to prep.

The research team gathered qualitative data through quarterly interviews with the families and educators. Additionally, observations of the children and educators were carried out from October 2021 to July 2022. Data were analysed using reflective thematic analysis (Braun & Clarke, 2006, 2019) and preliminary findings were presented to key stakeholders in November 2022.

There were four key findings: (i) the transitions of refugee and asylum-seeker children are closely connected to the wellbeing and support of their families; (ii) educators play a key role in supporting families; (iii) enrolment and transition processes are complex for refugee families; and (iv) educators need systemic support for professional learning and development in this area.

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