ABSTRACT Students who are newcomers to the United States – as English Learners (ELs) – face barriers to learning, and their academic success often lags behind their native-English-speaking peers. Notably, there is paucity in the literature about Middle Eastern and North African (MENA) high school student newcomers’ academic challenges as ELs and the practices that schools implement to address the unique issues that refugee students face. The researchers employed qualitative methods to explore teachers’ perspectives of MENA newcomers’ challenges from Restorative and non-Restorative ethea of care and socio-emotional learning. Twenty-two teachers (N = 22) were interviewed using the focus groups method at two Restorative ethos high schools and two non-Restorative ethos high schools to understand the differences in leadership and practices targeted towards newcomers. Our results suggest that MENA students’ challenges were enhanced by non-Restorative organizational structural and leadership deficits, and the lack of communication and cultural awareness within the same school in addition to other ecological system challenges.

中文翻译：

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学校的作用：中东和北非新移民在恢复性与非恢复性 etha 高中的挑战

摘要 刚到美国的学生——作为英语学习者 (ELs)——面临学习障碍，他们的学业成绩往往落后于母语为英语的同龄人。值得注意的是，关于中东和北非 (MENA) 高中生新移民作为 EL 的学术挑战以及学校为解决难民学生面临的独特问题而采取的做法的文献很少。研究人员采用定性方法从恢复性和非恢复性护理和社会情感学习中探索教师对 MENA 新移民挑战的看法。在两所恢复性精神高中和两所非恢复性精神高中使用焦点小组方法采访了 22 名教师 (N = 22)，以了解针对新来者的领导力和实践的差异。我们的研究结果表明，除了其他生态系统挑战之外，非恢复性组织结构和领导力缺陷，以及同一学校内缺乏沟通和文化意识，都加剧了 MENA 学生的挑战。