When Teacher Commitment Is Not Enough: Systemic Challenges in Educating Students from Refugee Backgrounds

Students from refugee backgrounds (SRBs) often face significant academic, social-emotional, and cultural challenges as they adjust to schools in the United States. Although research has increasingly examined SRBs’ educational experiences, less attention has been given to the experiences and perspectives of the educators who support them. Guided by Bronfenbrenner’s ecological systems theory, this exploratory qualitative study investigated educators’ experiences working with SRBs, the challenges and stressors they encounter, and the supports they perceive as necessary for effective practice. Data were collected through an online survey of 50 school professionals and semi-structured interviews with 10 educators representing instructional and support roles across three school districts in northeastern Wisconsin. Thematic analysis revealed three overarching themes: (a) strong commitment to supporting SRBs, (b) insufficient preparation related to refugee experiences, trauma-informed practice, cultural responsiveness, and multilingual learning, and (c) tensions associated with accountability policies and increasing professional demands. Participants also described challenges supporting students’ adjustment to school, addressing interrupted or limited formal education, responding to behavioral concerns, and navigating unclear professional roles. Findings suggest that educators’ efforts are shaped by systemic conditions extending beyond individual commitment. Implications highlight the need for stronger teacher preparation, targeted professional learning, clearer role expectations, and enhanced system-level supports.