The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.

中文翻译：

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评估难民背景学生的教育困难：案例研究方法

本研究将定性案例研究方法应用于来自难民背景的三名学生的教育挑战，以确定适当的心理评估过程来评估他们的困难。三名 1 至 2 年前从伊拉克抵达的学生（一名男性和两名女性；年龄分别为 13 和 14 岁）尽管接受了补习教育，但由于学业进展不佳，被老师转介进行心理评估。一位教育和发展心理学家在心理学家和教育家指导委员会的指导下，独立采访了每个学生、他/她的父母和老师。基于转介问题，提出了与教育困难原因有关的假设，并对所有学生及其家长和教师进行了心理测试和检查表。收集的数据有助于了解可能影响来自饱受战争蹂躏的国家的学生学习的多种因素，并强调收集详细的具体案例信息以了解每个学生的背景和当前背景的重要性。确定了与评估过程相关的挑战。此外，确定了心理学家和指导人员、教师和家长可以促进这些学生学习的方式。讨论了对学校和政策制定者的影响。收集的数据有助于了解可能影响来自饱受战争蹂躏的国家的学生学习的多种因素，并强调收集详细的具体案例信息以了解每个学生的背景和当前背景的重要性。确定了与评估过程相关的挑战。此外，确定了心理学家和指导人员、教师和家长可以促进这些学生学习的方式。讨论了对学校和政策制定者的影响。收集的数据有助于了解可能影响来自饱受战争蹂躏的国家的学生学习的多种因素，并强调收集详细的具体案例信息以了解每个学生的背景和当前背景的重要性。确定了与评估过程相关的挑战。此外，确定了心理学家和指导人员、教师和家长可以促进这些学生学习的方式。讨论了对学校和政策制定者的影响。教师和家长可以促进这些学生的学习被确定。讨论了对学校和政策制定者的影响。教师和家长可以促进这些学生的学习被确定。讨论了对学校和政策制定者的影响。