Topic and Research Questions

This study explores the educational inclusion of Syrian students in Scottish schools, focusing on educators' perspectives. The central research questions guiding this work are:

How do educators perceive the inclusion of Syrian students in Scottish mainstream schools?

What opportunities and barriers influence Syrian students’ inclusion in education?

Objectives

The primary objective is to understand educators' experiences and insights to inform inclusive educational practices and policies. Specifically, the study aims to:

Identify barriers Syrian students face in achieving educational equity and success.

Highlight promising practices that facilitate inclusion, particularly for refugee children.

Conceptual Framework

This study draws on the concepts of presence, participation, and achievement (Booth and Ainscow, 2016) to analyse educational inclusion. These dimensions frame inclusion as more than physical access to schools, emphasizing active engagement and equitable educational outcomes for all learners. The framework also incorporates social justice theories, which stress challenging systemic inequities and fostering environments that embrace diversity (UNESCO, 2003; Keddie, 2012).

Education is vital for intellectual growth, social-emotional healing, and inclusion, especially for refugee children, who often view education as a critical pathway to rebuilding their futures (McIntyre and Abrams, 2021). This framework aligns with Scotland's inclusive policies, such as the New Scots Refugee Integration Strategy and the Curriculum for Excellence, which advocate for culturally sensitive and individualized approaches to learning.

Theoretical Underpinnings

The study is informed by refugee inclusion and educational equity theories, drawing on the works of scholars such as Rutter (2006), McBride et al. (2018), and Dryden-Peterson (2016). These theories emphasize that effective inclusion requires addressing diverse needs, including language proficiency, trauma, and disrupted education. They also highlight the importance of fostering trust and security for children whose social worlds have been disrupted by forced migration.

Significance of the Study

The Syrian refugee crisis has amplified the global need to address educational inclusion for displaced populations. While Scotland’s policies emphasize inclusion and equity, challenges persist due to systemic barriers such as limited resources, trauma-informed practices, and academic language support. This paper contributes to filling the gap by providing insights into the specific challenges and opportunities Syrian students encounter in Scottish schools, offering actionable recommendations for educators and policymakers.

Research Methods The study employs a qualitative approach, using an online survey to collect data from educators across the Greater Glasgow area. This method was chosen for its flexibility, efficiency, and capacity to capture diverse perspectives within participants’ own terms. The survey sought to explore educators' views on the inclusion of refugee students, particularly Syrians, in mainstream schools. Participant Recruitment Initially, physical surveys were planned for three schools in Glasgow with significant numbers of refugee students. However, institutional ethics requirements necessitated adjustments. To broaden the sample and ensure anonymity, participants were recruited via social media platforms (Twitter and WhatsApp) and email invitations to school headteachers. This strategy allowed for a more diverse participant pool, extending beyond Glasgow City Council to include educators from East Dunbartonshire and North Lanarkshire. Survey Design The survey included open-ended questions to elicit detailed responses about opportunities, barriers, and strategies for improving refugee education. Open-ended questions were chosen to uncover unexpected insights and to explore under-researched areas. The survey captured educators’ positions, school stages, and experiences with Syrian students in mainstream schools. Ethical considerations were addressed through a Participant Information Sheet, Privacy Notice, and Informed Consent section. Data Analysis Responses were analysed using Braun and Clarke's (2006) thematic analysis method, which identifies and interprets patterns within qualitative data. The six-step process involved data familiarization, generating initial codes, searching for themes, reviewing and refining themes, and producing a report. This method’s theoretical flexibility made it suitable for exploring the complex issues surrounding refugee inclusion. Challenges The survey achieved a low response rate (six participants), which limited the breadth of data but provided in-depth insights from experienced educators. Self-completion surveys posed challenges such as the absence of interviewer prompting and greater effort required from participants, though they minimized interviewer bias and preserved confidentiality.

Challenges and Opportunities in the Educational Inclusion of Syrian Students The educational inclusion of Syrian students in Greater Glasgow highlights both challenges and opportunities. Survey responses from Scottish educators revealed key themes: language barriers, systemic disparities, communication challenges with families, and resource constraints. Despite these obstacles, promising strategies for fostering inclusion were also identified. Language Barriers Limited English proficiency emerged as a significant barrier, particularly for older Syrian students in secondary schools. This aligns with literature in other countries such as Turkey, Iceland, and England (Ozer et al., 2017, Ragnarsdóttir 2020, and Madziva and Thondhlana, 2017). A lack of sufficient English as a Second or Other Language (ESOL) support exacerbated these challenges. The survey indicated that Syrian students often faced disillusionment due to their inability to engage with the curriculum, highlighting the need for enhanced language acquisition programs. Systemic Disparities Disparities between the Syrian and Scottish education systems presented another challenge. Syrian families often struggled to understand academic pathways, with limited ESOL instruction in the Broad General Education (BGE) phase contributing to insufficient skills for achieving higher qualifications. This issue parallels findings in other contexts, such as Lebanon (Crul et al., 2019; Hamadeh, 2019) and Iceland (Ragnarsdóttir, 2020) where systemic mismatches hinder inclusion. Communication with Families Parents limited English proficiency hindered their engagement with schools. Educators noted that while translation services and bilingual communication tools were available, they were insufficient to fully involve families in their children’s education. Resource Constraints and Opportunities Schools often lacked trained staff and resources to support Syrian students adequately. However, innovative practices, such as trauma-informed approaches, cultural inclusion initiatives, and targeted use of the Pupil Equity Fund, demonstrated potential for meaningful inclusion. For example, appointing teachers dedicated to linguistic and cultural inclusion proved effective.

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