Eric Pearson Study Reports

"The World is ours” Anything and everything is possible
By Mark Harris

The focus of this study was refugee education.

The hypothesis of the study was:
The emotional, social and learning needs of students from refugee backgrounds who attend NSW public schools will be more effectively met and their teachers better supported if NSW adopts and integrates into present programs some of the successful refugee programs, strategies and practices operating in two other Australian states and two other countries.

The purpose of the study was to:

  • identify programs, strategies and practices that have been successfully implemented in a range of NSW primary and secondary schools and in some Victorian, Tasmanian, Canadian and Finnish primary schools and high schools to assist students from refugee backgrounds achieve high-quality emotional, social and learning outcomes
  • develop a set of interrelated best-practice programs, strategies and practices that, if adopted, would assist NSW students from refugee backgrounds achieve outstanding emotional, social and learning outcomes
  • identify school leader and teacher professional development opportunities and resources that could be provided to NSW school leaders and teachers to further develop their knowledge, skills and abilities to assist students from refugee backgrounds achieve outstanding emotional, social and learning outcomes.

Interrelated focus areas

This study identified 14 interrelated focus areas that may enable NSW schools to assist its students from refugee backgrounds achieve outstanding emotional, social and learning outcomes.

These areas were based on the:

  • factors that research shows have greatest impact on the emotional, social and learning development of students from a refugee background
  • programs, strategies and practices that were being successfully used in some of the schools that participated in this study
  • author’s professional experience as a leader of a school with a significant number of students from refugee backgrounds.
Previous Eric Pearson Study Grant Reports
1980 - The social impact of microprocessor technology - its impact on cchools and unions - Gus Plater   2009 - Bullying: making the employer manage the risks - Joan Lemaire
1992 - Our way: reflections of an Australian teacher returning from the mother countries - Denis Fitzgerald   2010 - Teachers professional development: it is union work - Nicole Calnan
1999 - @unions - the internet is union business - John Dixon    
2000 - To deliver us our future: developing strategy for difficult times - Gary Zadkovich   2013 - Best practice in increasing capacity of teachers and schools to successfully support an inclusive classroom - Gae Masters
2003 - Staffing an empty schoolhouse: attracting and recruiting teachers in rural, remote and isolated communities - Phil Roberts   2014 - If we forget history: the thirty year war against public education - Maurie Mulheron
2004 - Redefining activism: gender perspectives in union participation - Sui-Linn White   2015 - Organising teachers to learn - Michael de Wall
2005 - Students at risk: protective factors in schools to reduce crime - John Fisher   2016 - Profit before children: avarice and 21st century learning - Carly Boreland
2007 - Comparative study of TAFE NSW teachers and further education lecturers in the United Kingdom, in relation to continuing professional development - Kerry Barlow   2017 - Are schools really safe places in Australia? An international comparison of policies and strategies that support same-sex attracted and gender-diverse students - Michelle McCormack
2008 - Testing times: global trends in marketisation of public education through accountability testing - Dianne Butland   2019 - Kulini (to listen, hear, and understand ) [Anangu language] - Kelly Jesser
For more information on the Eric Pearson Study Grant click here


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