Extensive evidence indicates that education is an integral part of the settling in process for refugee and asylum-seeking children. Furthermore, it has been suggested that positive teaching practice with refugee pupils should be asset-based and holistic in nature. The present study examines educators' positive practices with refugee pupils and explores factors that shape these practices. Data were collected through participant observation and semi-structured interviews with 17 class teachers, specialist teachers and teaching assistants at two schools in England. Numerous examples of positive practices were identified, from creating welcoming environments to promoting social–emotional well-being to supporting English language learning. Factors that shaped these practices were identified using an ecological model of educator development. Such factors included educators' individual pedagogical knowledge about teaching refugee pupils and collective school-level knowledge and practices. Some aspects of the national education system, such as rigid exam-based curricula, were also cited as influential. Overall, this study offers examples of how individual educators and schools managed to enact positive practices with refugee pupils despite an unsupportive national context.

中文翻译：

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英格兰两所学校的教育工作者对难民学生的积极实践

大量证据表明，教育是难民和寻求庇护儿童安顿过程中不可或缺的一部分。此外，有人建议，对难民学生的积极教学实践应该以资产为基础，在本质上是全面的。本研究考察了教育工作者对难民学生的积极做法，并探讨了影响这些做法的因素。数据是通过对英国两所学校的 17 名班主任、专业教师和助教的参与观察和半结构式访谈收集的。从营造温馨的环境到促进社交情感健康再到支持英语学习，确定了许多积极做法的例子。使用教育者发展的生态模型确定了影响这些实践的因素。这些因素包括教育工作者关于教授难民学生的个人教学知识以及学校层面的集体知识和实践。国家教育体系的某些方面，例如严格的基于考试的课程，也被认为具有影响力。总的来说，这项研究提供了一些例子，说明个别教育工作者和学校如何在不支持的国家背景下设法对难民学生采取积极的做法。