Developed by MYAN and the Victorian Foundation for Survivors of Torture in collaboration with the National Education Roundtable Steering Group, the paper addresses a significant gap in national policies relating to these students. The paper highlights challenges these students face within Australia’s education system, including low English proficiency, interrupted schooling, and trauma from migration. Systemic issues such as the reduction of EAL/D support services and inconsistent policies across states further hinder their educational progress. The paper also notes a lack of national research into effective strategies to support these students, pointing to the need for better data and analysis to guide future policies and programs.
The COVID-19 pandemic has intensified these barriers, particularly with remote learning exposing inequities in access to digital devices and internet connectivity. Families with limited English proficiency struggled to support their children’s learning at home, and many students faced increased mental, emotional, and financial strain. The paper calls for coordinated action from all levels of government, better funding transparency, and targeted programs to engage parents and ensure schools have the resources to foster inclusive learning environments. Addressing these barriers is crucial to improving educational outcomes for refugee and migrant students, especially in light of the pandemic’s lasting impact.
