ABSTRACT

Educating students with refugee and asylum seeker experiences has become an added responsibility for school leaders worldwide. Disruptions of war, conflict, famine and drought force millions of people to leave their homelands in search of improved opportunities of a better life for themselves and their families. This research investigates and describes the strategies of one school principal who implemented the principles of the SCARF (Status, Certainty, Autonomy, Relatedness and Fairness) model to guide his strategic planning and to create an ethos of belonging, care and wellbeing as a priority for his school community, despite their many degrees of personal, cultural and religious differences. This case study reports the perceptions of staff and parents and the comments of the principal as captured through surveys and semi structured interviews. The positive impact of the strategies developed by the principal and implemented in collaboration with his staff and community provide a snapshot of leading for inclusion. It lays the foundation for further investigations into the potential of the SCARF model to inform and guide school leaders in their interactions with diverse school stakeholders and illustrates how one school principal successfully used this model to build an inclusive school ethos for diverse cohorts of refugee and asylum seeker communities.

摘要

教育有难民和寻求庇护者经历的学生已成为全球学校领导的额外责任。战争、冲突、饥荒和干旱的破坏迫使数百万人离开家园，为自己和家人寻求更好的生活机会。本研究调查并描述了一位校长的策略，他实施了 SCARF（状态、确定性、自主性、关联性和公平性）模型的原则，以指导他的战略规划并创造归属感、关怀和幸福的精神作为优先事项他的学校社区，尽管他们在个人、文化和宗教方面存在许多差异。本案例研究报告了通过调查和半结构化访谈获得的员工和家长的看法以及校长的评论。校长制定并与他的员工和社区合作实施的战略的积极影响提供了领导包容的快照。它为进一步调查 SCARF 模型的潜力奠定了基础，以告知和指导学校领导与不同学校利益相关者的互动，并说明一位学校校长如何成功地使用该模型为不同的难民和庇护群体建立包容性的学校精神寻求者社区。