ABSTRACT
This chapter summarises the lessons learnt about Syrian refugee children’s education in Sweden and Australia, with an overview on how both countries differ but are also similar, and with recommendations made on why and how their refugee education systems could be improved, and what such improvements would produce. The Swedish National Agency for Education must improve its communication to schools and municipalities, in order to aid the adjustment of refugees into schools and other educational institutions. In Australia, access and participation for refugee students in the public education system have been compromised by poor transition strategies, with teachers feeling ill-equipped and under-resourced to provide the requisite educational and psychosocial support for the growing numbers of refugee arrivals. Documenting the experiences of individuals must take account of the systems and communities that surround refugee resettlement, and of how the social and cultural environment affects each individual’s experience of resettlement.
