Adapting to schools : experiences of newcomers

Abstract

The aim of this study is to look at the school policy and the practices of two primary schools regarding newcomers, non-Maltese children, returned migrants and refugee children. Previous research regarding the effects that transitions pose on both students and on schools is reviewed. The issues of leaving or arriving in a country, rejection and acceptance, reasons for difference in school performance and the issue of inclusion and exclusion are further explored. This research was carried out through observations in two local primary schools, followed by interviews carried out with the newcomers, the teachers and the Head teachers. The study is ethnographic, in that school documents, interviews and observations are the main methodological tools. The points of view and experiences of these pupils were explored over the academic year, together with the school support provided to help newcomers adapt to our schools. One is led to ask: What is our educational system doing to help newcomers overcome their social marginality? Do our Maltese schools present barriers to learning and achievement for newcomers? Are teachers provided with sufficient knowledge and insight regarding newcomers? This study brings to light the responses to such questions. It also highlights the struggles newcomers face in adapting to their new schools and presents measures that could be taken to improve this situation.