ABSTRACT
This chapter summarizes the dilemmas facing school leaders who struggle to provide education for refugee students and the ways in which they learn to adapt, improvise and create solutions for the difficulties involved. Theoretical-conceptual conclusions are drawn with recommendations for policy-makers and educational leaders working in the field and researchers working to assist their efforts, to enhance the newcomers' inclusion. To adequately meet both the academic and emotional needs of the refugee students and their families, close cooperation is needed between the various agencies providing these services. There were places where discrimination and racist bullying hindered the process and even drove students to drop out of school, there were conflicts between refugee students and local students and teachers, stemming from cultural differences or different educational approaches. In the main, the educators reported that the newcomers exhibited and enjoyed a positive process that led to academic progress and slow but steady integration.
