This paper provides a theoretical framework of categorical issues that refugee youth face upon resettlement, as well as best practices to aid in their adjustment. Findings based on interviews with several principals in New York City (NYC) public schools demonstrate that refugee youth are indeed grouped with immigrant students as a whole and the onus of finding information and resources to provide both basic needs, as well as psychosocial support, is left to schools on a case-by-case basis. (Description from source).
