Abstract:

Context:
This research is a follow-up on a Ministry of Education research grant I obtained (Myers, 2014) to investigate the integration of newcomers and their families to schools.
I will discuss theoretical underpinnings as regards trends in migration, displacement and mobility in light of today’s concerns which has prompted UNESCO to focus on such issues. I will outline some dire consequences to people’s well-being because of the lack of understanding of some of the issues and the difficulties faced by all stakeholders, including the welcoming countries.

Method:
For this study a mixed methods approach was used. Questionnaires were sent to all French language school commissions in Ontario, investigating details on all newcomers to the school from various French speaking countries. The questionnaires including data on statistics as well as the way the newcomers were welcomed to the school and how they were helped with integration in every aspect of school life. The answers were analyzed and recommendations made to the Ministry of Education. I also analyzed Ministry documents pertaining to students new to the country, recommendations made and how they were followed up. I also contrasted there with the most recent curriculum guidelines and recommendations on inclusion and diversity.

Results:
I will outline the findings from my analysis of the questionnaire results and address the mental-health issues currently being addressed in Canada as well as other implications as regards well-being. Some findings include the need for the development of intercultural awareness for all, the necessity to be supportive and sensitive to all concerns expressed by newcomers. I also outline helpful strategies and comment on the application by the Ministry of recommendations I made in my study. The most important outcome is the awareness of the need to build "community".

Keywords:

Issues in mobility, mental health in migration, feeling "in-between".