In 2020, the global number of refugees reached record levels, pressuring asylum countries to determine more effective methods for facilitating integration. This article explores an array of stakeholder practices towards refugees in Surrey and Greater Vancouver, Canada. It is based on questionnaires and interviews that elicit the perceptions and struggles of 40 settlement workers, health and mental health professionals, Members of Parliament, educators, librarians, scholars and grassroots organisations, who work with refugees. The findings show that stakeholders often feel isolated, ‘working in silos’ and wasting time and money due to uncoordinated services and a lack of interagency communication. They feel it is also unreasonable to expect Government-Assisted Refugees (GARs) to learn English and complete job training in preparation for independent living within 1 year of support. Both refugee adults and children suffer from high levels of trauma, often compounded by interrupted or no schooling. Since education is essential to refugee success, I argue that teachers play a role in filling the gap, often uniquely positioned to form ongoing, safe and trusting relationships with refugee students and their families. For many teachers, it is an ethos of care, compassion and social justice acquired in teacher education programmes that increases refugee resilience, sense of belonging and wellbeing. This article identifies what new collaborations between teachers and other stakeholders might accomplish, including communication back to government policymakers. Recommendations encompass initiating online registries of services and low-cost housing in neighbourhoods where community schools and services are interlinked, possibly achieving holistic care for all refugees.

中文翻译：

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实现对难民的整体关怀：加拿大萨里和大温哥华地区教育工作者和其他利益相关者的经验

2020 年，全球难民人数达到创纪录水平，迫使庇护国确定更有效的促进融合的方法。本文探讨了一系列利益相关者对加拿大萨里和大温哥华地区难民的做法。它基于问卷和访谈，引出 40 名与难民一起工作的定居工作者、健康和心理健康专业人员、国会议员、教育工作者、图书馆员、学者和基层组织的看法和斗争。调查结果表明，由于服务不协调和缺乏跨部门沟通，利益相关者常常感到孤立无援、“孤军奋战”并浪费时间和金钱。他们认为，期望政府援助的难民 (GAR) 在获得支持后的 1 年内学习英语并完成工作培训以准备独立生活也是不合理的。难民成人和儿童都遭受严重的创伤，通常因学校中断或没有上学而加剧。由于教育对于难民的成功至关重要，我认为教师在填补空白方面发挥着作用，通常具有独特的地位，可以与难民学生及其家人建立持续、安全和信任的关系。对许多教师而言，教师教育计划中培养的关怀、同情和社会正义的精神可以提高难民的适应能力、归属感和幸福感。本文确定了教师和其他利益相关者之间可能实现的新合作，包括与政府决策者的沟通。建议包括在社区学校和服务相互关联的社区启动服务和低成本住房的在线登记，可能实现对所有难民的整体护理。