Examining the Challenges of Students with Interrupted or Inconsistent Formal Education

Abstract

The social, emotional, and academic success of students with interrupted or inconsistent education, also known as SIFE, is at risk in United States schools due to the lack of teacher knowledge about English language learners. Previous research has explored SIFE student experiences and needs in the United States after migration. This capstone project aims to support school faculty who will work with SIFE students. At Duffield Elementary School, there are few SIFE students and because of this faculty do not know how to accommodate to their specific needs. Solutions to the problem at Duffield Elementary School include a professional development presentation and discussion, as well as resources for teachers to use with their SIFE students in their classroom, such as “getting to know you” activities, differentiation techniques, and lesson plans. Several conclusions are relevant to supporting SIFE students’ needs in order to be successful in school, including major themes of student well-being, social and emotional support, academic performance, and teacher preparation. Recommendations include staying up to date on SIFE student population within Duffield Elementary school, as well as, annual professional development opportunities to learn about support SIFE students’ needs.