Creating possible spaces with possible learners: Exploring how refugee young people negotiate ‘educational help’
Written by: Kathryn Kashyap
9 min read
Kathryn Kashyap, School Improvement Adviser for Achieving for Children, UK
My research question set out to consider how a group of Somali young people who had recently migrated and who might be considered to require ‘educational help’ (DfE and DoH, 2015) negotiated their learner identities at home and at school. To understand their lived experiences, I wanted to approach the issue of identifying need and accessing support from young people’s perspectives. I chose to conduct the research with Somali young people as I had most experience with this group regarding notions of special educational needs (SEND) and I had close relationships with Somali professionals, who were key in guiding me. At the time of the research, I was leading a volunteer learning mentor programme for children and young people from refugee backgrounds. Previously, as a teacher, I had led the work with English as an additional language (EAL) and refugee pupils in a large multicultural secondary school in inn
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