This document reports on outcomes from a research project that investigated the transition of refugee students from Intensive English Centres (IECs) to high schools. This period of transition has been identified by researchers, consultants and teachers as a challenging time for refugee students and students with refugee-like experiences. The purpose of the research was to address this issue by developing a better understanding of the educational experiences and challenges that refugee students face in the transition. The project built on previous work into the social and welfare needs of refugee students, but differed from this work in its emphasis on students’ teaching and learning experiences within IECs and high schools. It also
built on previous work that has addressed the importance of English language and literacy development for English as an Additional Language (EAL) students — including efugee-like students, but differed from that work in its emphasis on analysis of actual lessons and the teaching and learning practices within those lessons.
