Academic and Social-Emotional Strengths and Needs of Students With Limited or Interrupted Formal Education

Furrer (Jessica)¹, Umaña (Ileana)^1
1Texas A&M University

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

students, interrupted education, limited education, academic, social-emotional, needs, strengths

Summary

 

Students with limited or interrupted formal education (SLIFE) are immigrants or refugees who have had little exposure to schooling or have experienced gaps in their education. A recent study found that students with interrupted education have significantly lower academic achievement and higher attrition than their no schooling-gap peers (Potochnick, 2018). The proposed presentation is a structured literature review to identity SLIFE’s academic and social-emotional strengths and needs. The terms ‘immigrant’ or ‘migrant’ or ‘refugee’ were combined with ‘formal education’ or ‘limited education’ or ‘interrupted schooling’ or ‘underschooled’ and ‘academic’ or ‘social emotional’ and ‘needs’ or ‘strengths.’ The terms were searched on the ERIC, Education Source, PsychInfo, and Child Development and Adolescent Studies databases.

The search resulted in 39 initial articles. Results are coded to identify the extent to which the current literature depicts SLIFE academic and social-emotional strengths and needs differing by student gender, location (i.e. rural versus urban areas), and type of report (i.e. administrator, teacher of  general education vs. English as a Second Language, etc.) This study will allow researchers and presentation attendees to greater understand the SLIFE population, their experiences in the school setting, and begin to identify possible ways to support SLIFE's learning.

Auteurs