Older Refugee Youth with Interrupted Schooling in Smaller Communities in Manitoba

Abstract

This study explored interrupted schooling among youth with refugee experience in smaller Manitoba communities. Using a community-engaged participatory research methodology, this study gathered data from four cohorts that included senior administrators, school personnel (educators), refugee youth, and Settlement Workers in Schools (SWIS). A set of recommendations are proposed to improve programming, services, and staffing, expand information and education outreach, and extend collaboration among government, schools, and community stakeholders.