Confronting the challenge of immigrant and refugee student underachievement: Policies and practices from Canada, New Zealand and the European Union

Immigrant and refugee students consistently demonstrate a performance disadvantage when one considers
their achievement against non-immigrant students. This paper examines the double- and tripledisadvantages that characterise immigrant and refugee student groups. To highlight the different levels of
adversity they face, not only to socioeconomic background characteristics but also migration trajectory
related factors are mentioned. Next, the paper synthesises trends from policies and practices associated with
more favourable student outcomes. Concrete examples are discussed from the cases of Canada, New
Zealand and the European Union. Finally, implications for policymakers, educational leaders, and schools
are discussed. The paper concludes with a critical view on simply policy borrowing and calls for
contextually and culturally responsive adaptation of promising policies and the implementation of new
policies that effectively engage communities and enhance the skills of educators.