Factual description of the scenario
Mahmud came two years ago from Guinea in Africa to Portugal and he has moved to a small town a year ago. He is eleven years old and he speaks Portuguese reasonably well because his mother is of Portuguese descent. His father is from Guinea and he is a Muslim. Mahmud is an active, lively and attentive boy who attends grade 4 classes. Mahmud has recently told his father that he doesn’t like the school in Portugal and that he sees no reason why he should continue to go to school; he preferred school back in Africa. His father prevents him from taking place in school trips. His teacher has already send several messages to Mahmud’s parents and invited them to come to school, but neither the one nor the other has ever shown up at school. Mahmud’s learning record shows some weaknesses: he doesn’t like to learn, he doesn’t do homework or makes an effort to learn and he has difficulties in reading.
Attitude and behaviour of the protagonist student
Mahmud moves with the support of crutches and he is used to sitting at the computer during breaks instead of going outside to play. He has little interaction with other boys and girls in his class. He misses classes whenever he can and when the teacher inquires why he has missed classes he invariably answers that he had been sick. However, he has never brought in a medical record or an excuse card written by his parents.
Attitude and behaviour of the classmates
As Mahmud walks on crutches, his classmates seldom play with him; they just stare at him and call him ‘special’. Sometimes, when he speaks to this classmates, they laugh at him, and this really annoys him. The other children make fun at the way in which he uses Portuguese words and also laugh at him when he has trouble reading in class.
Attitude and behaviour of the teachers
The class teacher has sought information about Mahmud in his student record, but as far as it goes back (one year), there is no record of difficulties in learning he might have experienced.
The class teacher has already realized that Mahmud may be suffering from several problems, such as difficulties in integrating and some learning difficulties and she has asked the school psychologist and the special needs education support teachers to look into the case.
The class teacher is especially worried about Mahmud’s learning difficulties and she has recorded that Mahmud has writing and reading difficulties that should be looked into. She is waiting for a specialist evaluation of Mahmud’s condition prior to taking action.
The class teacher is also worried with the class behavior towards Mahmud and has told Mahmud not to mind what the others tell him or when they laugh at him.
The class teacher and head teacher have called Mahmud’s mother to school repeatedly, assuming she would be comfortable interacting in Portuguese, but she works and therefore she cannot come to school during classes or at the time set for appointments.
Attitude and behaviour of the parents
Mahmud’s mother hasn’t shown any big worry when told about her son’s problems because she doesn’t think that his success at school is important. She claims they can always go back to Guinea and none of these problems will matter.
Mahmud doesn’t understand why all the children can go on study trips and he can’t. The class teacher told him his parents had not signed the required authorization form. Mahmud took home a form to be signed to go on a study trip to the Zoo and to the Sea Zoo in Lisbon, but his father told him he could not go on those study trips because they had nothing to do with school matters.
When Mahmud takes home notes from the teacher to his parents to invite them to school meetings with the class teacher, the father tells him that it is sons who go to school, not parents. He also warns Mahmud repeatedly not to talk about his home life at school. School in Portugal is an obligation, he says, and an obligation has to be done, nothing else is required.
Mahmud’s mother is a cook in a restaurant and she has a second job as a cleaning lady at several private homes. Although she cares for Mahmud and laments his difficulties at school, she doesn’t give these much attention because for her the important thing is that Mahmud is a good son; he helps at home and he has friends among his neighbours. She doesn’t see that learning is important for Mahmud’s future; he should prepare to work as soon as possible, just like his elder brother did.
Mahmud has an older brother, who is an adolescent and who doesn’t go to school anymore; he manages to earn some little money from odd jobs he does in construction.
Attitude and behaviour of the school director
The school head teacher has already held a meeting with all teachers – the class teacher, the psychologist, the special needs education support teacher, the English teacher and the Physical Education teacher. She has solicited guidelines to deal with Mahmud’s case and has told all the teachers involved that they should do their best because Mahmud is already eleven years old and something must be done as soon as possible. However, she has transferred procedures and actions to the class council and has asked to be informed on further developments.
Attitude and behaviour of other actors
The psychologist shows sensitivity to Mahmud’s problem, but since there are so many similar cases on her agenda, she has scheduled Mahmud’s consultation for one month later.
The special needs education support teacher cannot act till she gets Mahmud’s psychological profile, so there is nothing she can do at the moment.
Attitude and behavior of the protagonist
The participants’ reactions
Participants tend to emphasize Mahmud’s social and economic background as the cause for his feeling that attending school in Portugal is meaningless. Maybe we should also consider that Mahmud is caught between his parents’ views on school and what the school tells him.
Participants also argue for stricter legal control, which would force Mahmud to fulfil the legal obligation and the duty of attending basic school.
They talk of the necessity to implicate Mahmud more in the class dynamics so that he may learn to write and communicate correctly in Portuguese.
Strategies to be implemented
Mahmud’s difficulties are an evidence of the many obstacles immigrant students often face when they start their school trajectories in a foreign country.
A better integration and school success require that Mahmud and the whole educational community work together towards common goals.
The 10 steps proposed by the SSN “Guidelines for immigration students” (in particular 5, 6, 7, 8) constitute a useful framework to address Mahmud’s problems.
5. Learn the Language
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6. Communicate With Others
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7. Talk to the Teacher
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8. Integrate into the Class Group and/or a Peer GROUP
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1. The approach suggests that immigrant students should be asked to identify the obstacles they have come across and/or imagine. Mahmud will have to develop resilience (ability to adapt) and learn to manage his emotions and feelings in his relations to others. (See step 9 “Guidelines for immigrant students”: “Manage Your Emotions and Feelings”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=4&st=9).
A boy, caught as he is between conflicting views of the school, will have to be helped in his self-esteem and confidence. (Steps 2: “Accept the Cultural Shock”
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Besides needing to be helped to get over the cultural shock that accompanies his immigration experience, Mahmud has to be stimulated to learn more about his school internal organization and dynamics in relation to the local community. Mahmud could be encouraged to join social and community youth centres that can help him better integrate in the school through various activities and by meeting other boys and girls. (See step 3 “Guidelines for immigrant students”: “It is also Your School”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=4&st=3).
As pointed out by some teachers, the strategy should also encompass measures to diminish Mahmud’s school handicaps, namely the study of the Portuguese language, group dynamics to facilitate his relational integration, as well as participating in school remediation activities.
Step 6. “Communicate With Others”
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Step 8. “Integrate into the Class Group and/or a Peer GROUP”
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To learn the language of the host country better will be a corner stone for his integration
(See step 5: “Learn the Language”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=4&st=5). This learning could be encouraged by watching national television or through reading.
Attitude and behaviour of the classmates
The participants’ reactions
The majority of teachers do not address the attitudes and behaviour of Mahmud’s classmates. Only one of them acknowledges that the classmates adopt a behaviour that doesn’t facilitate Mahmud’s integration, underlining also as a critical variable the teacher’s compliance towards some comments of Mahmud’s fellow students and the lack of respect colleagues sometimes show. Nevertheless, most teachers highlight the need for teachers to be more active and assertive in order to avoid similar inadequate attitudes.
Strategies to be implemented
Taking the suggested cues, teachers can work on the intercultural coexistence of the class by promoting group work and cooperation between students.
(See step 8 “Guidelines for teachers” Relate to the students”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=5&st=8).
They could also introduce strategies to cultivate that which is common among all students; but also difference, by highlighting immigrant students’ cultural heritage and ways of belonging to several cultures, and the need of other students to respect those.
(See step 7 “Guidelines for teachers”: “Define the method”
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Teachers cannot perform this task alone; they need to be supported by other stakeholders (such as head teachers and counsellors, as well as parent associations).
(See step 10. “Make your experience known to others”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=5&st=10).
Attitude and behaviour of the teachers
The participants’ reactions
Teachers underline that the teacher’s role should not only be concerned and restricted to teaching. They argue that nowadays teachers are challenged to comply with new and adverse situations and therefore they have to be prepared to perform their tasks accordingly. Participants argue that Mahmud’s teachers should have adopted a more vigilant and proactive behaviour, fully understanding the real multi-causal dimensions of his integration problem. There is a need for different school approaches and methodologies aiming to create a warmer, friendlier and more empathetic educational environment for immigrant students and diverse classrooms.
Strategies to be implemented
Teachers should first gather information on Mahmud’s familial and cultural environment through talking to his parents or with other immigrants with a similar background culture. Teachers could create links with the parents by visiting them at home or during parents meetings. The teachers could also discuss this student’s case with colleagues and other school stakeholders. Their action can only benefit from it.
See: “Guidelines for teachers” Step 3: “Analyse true life stories of immigrant children at school”
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“Guidelines for teachers” Step 4: “Identify the different levels to act”
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“Guidelines for teachers” Step 9: “Relate to the parents” of “Guidelines for teachers”
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Mahmud is in need of special attention from teachers and other educators at school, so that he may learn to express the cultural conflicts he is experiencing, as well as learn to cope with his physical disabilities. Teachers need to be aware of the double barrier Mahmud’s school integration faces – besides his different cultural patterns, Mahmud also carries with him the additional burden of the physical handicap. Thus, teachers need to realise and accept that immigrant students have different values from those of the school and learn to get rid of their own prejudices and stereotypes, by trying to know and understand the other’s culture, while thinking on how they could bridge the gaps between the school culture and the immigrant child’s culture. Teachers need to get specific in-service training packages about intercultural skills and how they may be useful to promote the academic, social and cultural integration of immigrant children.
See: “Guidelines for teachers” Step 5: “Act on conceptions and attitudes in the classroom”
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In order to solve Mahmud’s problems, the conceptions and attitudes in the classroom (see step 5 above,
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=5&st=5) need to be worked upon: teachers can take the whole class to work on communal and solidary values and mutual respect, build a school and class culture all students would be proud to belong to, as well as use and value the cultural heritage of all students, while encouraging relational skills. This also includes the organization of activities that encourage “coexistence” in Mahmud’s class group, such as involving students of all origins in projects, exercises and workshops to discover the treasures and heritage of each represented culture.
See: “Guidelines for teachers” Step 2: “Search resources”
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“Guidelines for teachers” Step 8: Relate to the students
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Attitude and behaviour of the parents
The participants’ reactions
Teachers recognize the importance of family ties and of context in this particular case and suggest that immediate action must be taken in relation to the sense of misunderstanding and rejection expressed by Mahmud’s parents.
Understanding and cross-fertilization of cultural patterns seem to be important issues to be addressed. Participants therefore suggest the need to establish a closer relationship with Mahmud’s parents in order to bridge the existing cultural and school gaps. Mahmud’s parents need to be convinced that by attending school Mahmud will be better off in life and also that school life entails participating in all school activities, such as field trips.
The help of another group of professionals is required to help solve these problems, such as social workers and psychologists.
See: “Guidelines for teachers” Step 9: “Relate to the parents”
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Strategies to be implemented
The school staff could look for “intermediary parents” with whom these parents share the same background (idea mentioned in step 7.1 of “Guidelines for parents”
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The school is often perceived as an “enemy” by immigrant families. Trust must be developed with the immigrant family by accepting its values and points of view and negotiating them around the school culture.
See: “Guidelines for Parents”. Step 2: “Know the School”
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School is not always a priority for parents who have other problems to care about or have had other schooling (or no schooling) experiences. Parent meetings organised by the school (see step 3.6 “Guidelines for parents”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=2&st=3) or personal meetings with parents by school staff may contribute to bring parents closer to school culture. This is also the case of informal meetings, such as the “parents’ café” (see step 9.3 “Guidelines for parents”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=2&st=9), where parents may come together to similar parents and school staff to learn about what the school values.
Attitude and behaviour of the school director
The participants’ reactions
Teachers implicitly show a clear understanding of the key role the head teacher must adopt in this situation, claiming for his/her deeper involvement in the analysis of the case, problem solving and monitoring of the overall situation. One participant claims for more active leadership that may mobilize and guide educational actors’ energies in the resolution of Mahmud’s integration problem.
Strategies to be implemented
The head teacher should organise remediation sessions for Mahmud to prevent his apathy and the risk of early school leaving (catching up, help to study, help with homework, follow-up in language...). This implies predicting immigrant students’ problems such as Mahmud’s. (See: “Guidelines for Head Teachers”. Step 3: “Predicting Immigrant Students’ Problems”.
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=1&st=3).
It is the role of the school director to liaise with local associations (step 8 of the “Guidelines for parents”, “Communication with the families”
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The director should lead, inform and support class teachers to deal with Mahmud’s integration, and call additional human resources if needed, such as intercultural mediators, social workers, psychologists, etc.
(Step 6.1.
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=1&st=6 about mobilising and involving all school and community actors).
It is the school director’s role to monitor & assess carried out measures in terms of their efficacy. (See step 9 “Monitoring and Evaluation”
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In view of similar cases to Mahmud’s the school director should propose training for teachers so they can adapt their teaching to diverse populations of students.
(Step 7.4.
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The school director should start and sustain a dialogue with Mahmud’s family through regular meetings with Mahmud’s parents to inform them on the school system and objectives (in their language, if necessary) and on Mahmud’s progress and needs. (Step 2. “Identifying Problems at School”
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It would also be advisable for the school director to work on a welcoming policy for immigrant students and their families that could include: organising a visit of the school, explaining the organisation of studies, lessons and degrees, informing the students and parents on the school rules and values, informing them about people they can turn to in case of problems or questions. (And to do this in their own language if necessary).
See: Step 6.3.
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Step 8. “Communication with Families”
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The school director should disseminate among the school community the legal protocol of action to be followed in cases such as Mahmud’s.
(See, for example, step 3.3.
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=1&st=3 that suggests that head teachers should define case scenarios; and step 4.1. on the creation of a methodological and analytical framework for dealing with the problem of integrating immigrant students.
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=1&st=4).
Attitude and behaviour of other actors
The participants’ reactions
Although little attention is paid to the role performed by other actors, teachers consider the actions of psychologists or social workers necessary. Participants claim that synergies must be built among the diverse professionals involved in cases similar to Mahmud’s.
Strategies to be implemented
Support teachers, psychologists and social workers may work on an adapted curriculum for Mahmud, even if this only consists in remedial classes in the Portuguese language or teaching him how to relate to others during breaks.
(See: “Guidelines for Head Teachers”. Step 5. Planning.
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=1&st=5).
This support staff may also be involved in liaising the school policies with the larger local immigrant communities. They can cooperate with field actors (school and non-school agents) to propose solutions that are best adapted to immigrant students, such as create support networks amongst immigrant and non-immigrant populations; or mediating school culture to immigrant parents; or suggesting where adults and their families could learn more about the host culture; or working on the notion that an education provides basic skills for life.
(See: “Guidelines for Head Teachers”. Step 10: “Defining a School Policy for Integration of Immigrant Students”.
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Support staff may work together with class teachers to make pedagogical resources available for children similar to Mahmud.
(See: “Guidelines for Policy Makers”. Step 5: “Conducting Local Self-Assessments”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=3&st=5).
Education leaders may promote and support in-service training on intercultural mediation strategies for teachers, head teachers and support staff. (Step 10.4. of “Guidelines for Policy Makers”
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=3&st=10).
Local educational projects could be launched in order to better network and allocate all community resources (from schools, local municipalities, museums, cultural and sport associations, etc.) in the area of immigrants’ integration. See “Guidelines for Policy Makers”. (See: Step 8. “School Dynamics that Works”.
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=2&tg=3&st=8).