Accessing high-quality career development to support successful transitions into post-compulsory education and employment can be a challenge for newly arrived students of refugee and migrant backgrounds. In Australia, not-for-profit organisations provide career guidance to students within schools that enrol refugee and migrant families. Through…

The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly Arrived Migrant Students (NAMSs) enrolled in a separate Language Introduction Program in Sweden. Drawing on the work of Stephen J. Ball and colleagues, we argue that a particular discursive…

A service-learning pilot project involving occupational therapy (OT) students and individuals with intellectual and developmental disabilities (IDD) is described. The purpose of this pilot project, developed using Transformative Learning Theory, was to determine if service-learning could be a viable approach to provide in-depth learning in areas…

The paper focuses on translanguaging practices of highly skilled refugees in a transition program in Dutch higher education. The pathways for refugees to enter higher education are full of obstacles. Acquiring the new language at a university level is one of the biggest challenges. Many institutions offer 'transition programs' to prepare refugees…

The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…