Understanding the Afghan Newcomer Experience from the Perspectives of Teachers and Students

Newcomer English learners (ELs) often arrive in the United States having fled persecution, economic or political oppression, war, or natural disasters in their country of origin. They are new to the English language, new to the American school system, at times well into their educational journey, and sometimes have missed out on significant amounts of formal schooling. Many also carry trauma from the circumstances that forced them to leave their homes. Most schools are not fully equipped to welcome these students and their families into the learning community, nor are they prepared to address the unique challenges newcomer ELs face. This qualitative study used in-depth interviews to investigate the school experience of newcomer ELs from Afghanistan from their perspective as well as from the perspectives of their teachers and administrators. Though the students expressed enthusiasm for school and appreciation for their teachers, they also struggled to learn and felt isolated from their peers. Educators empathized with their newcomer students and strived to accommodate their needs, yet faced challenges in delivering accessible instruction, addressing learning gaps, and overcoming language barriers. Policy recommendations include targeted professional development for educators; a specially structured school day and year for newcomer ELs; and pedagogical strategies that provide scaffolded access to grade-level content, English language development, and support for missing foundational skills and background knowledge. Additionally, fostering meaningful peer connections for newcomer ELs is recommended to enhance their sense of belonging within the school community.