Date of Award
8-2025
Culminating Project Type
Thesis
Styleguide
apa
Degree Name
Specialist Certificate
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
Frances Kayona
Second Advisor
David O. Lund
Third Advisor
Christopher Rogers
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Culturally responsive teaching, Immigrant education, Refugee students, Inclusive practices, Educational equity, Multilingual education, Socio-emotional support, Community partnerships
Abstract
This literature review examines how schools can increase immigrant and refugee students’ sense of belonging. Research has addressed what helps these students and what tends to impede their ability to succeed in school. Key themes within this review include culturally responsive teaching, multilingual education, trauma informed care, community partnerships, and building trust with families. Based on research, when schools incorporate culturally responsive teaching strategies into their curriculum, students tend to feel a stronger sense of belonging and are more likely to succeed. Similarly, working alongside families and community groups increases students’ success rates. Most schools, however, face several obstacles such as inadequate funding, insufficient teacher training, and discriminatory attitudes that impede progress towards culturally responsive teaching within buildings. This review highlights the need for professional development, policy changes, and community collaboration to safeguard educational equity. Recommendations emphasize providing schools with the skills and resources they need to meet the diverse needs of students while also strengthening school-family engagement and advocating for systemic reforms that remove structural barriers. This review contributes to the field of educational leadership by offering insights for school leaders, policymakers, and practitioners committed to providing equitable educational for immigrant and refugee students.
Recommended Citation
Mohamoud, Farhan, "Fostering Inclusion: Examining Cultural Relevance in School Adaptations for Immigrant and Refugee Families" (2025). Culminating Projects in Education Administration and Leadership. 135.
https://repository.stcloudstate.edu/edad_etds/135
Comments/Acknowledgements
This literature review was completed as part of the requirements for the Educational Specialist degree in Educational Administration and Leadership at St. Cloud State University.
It provides practical and research-based recommendations for school leaders working to enhance inclusion and cultural relevance in education for immigrant and refugee families.