• Family, School, and Community Partnerships
  • Preparation for Session One
  • Session One: Community, Assumptions, and PTA Standards
  • Session Two: Preparing to Cross Borders
  • Session Three: Family and Community Engagement
  • Session Four: Collaboration
  • Session Five: Exploring Community Resources
  • Session Six: High Expectations English Learners
  • Session Seven: Responding to Student and Family Needs
  • Session Eight: Advocating for Students and Families
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  • Translations
  • HW 6.3: Responding to the Impact of Experiences of Immigration

    Thinking about the life experiences of children and families


    Learning Outcome Pedagogical Intent Student Position

    Evaluate, select, and advocate for applicable models of family and community involvement and support implementation.  

    Assessment: 50 pts.

    Due: Session 7

    Teachers can use their understanding about the potential effects of immigration and refugee experience on children's learning in their teaching practice and in their interaction with families. 

    Students are learning strategies to support students and families with whom they work. They will now learn about the influence of immigrant and refugee experiences on the students they teach. 


    1. Children are usually involuntary immigrants and may experience difficulties during immigration or from experiences as refugees. Please go to the linked website from the Migration Policy Institute. If you scroll down, you will notice on the left side of the page in a textbox a link to a brief that discusses this issue in terms of young children. Please download and read the brief.
    2. Take notes on it considering your own students and the advice about how to respond. Consider how you could use this in your teaching practices.
    3. Prepare a bulletpoint list of key ideas that you might want to share with your faculty and your group in this class.
    4. As you prepare the list reflect on the work reported and your thinking about how these ideas could inform your practice or practices and policies at your school. Could you use this information to inform your advocacy paper.
    5. Turn in your list to your facilitator in Session 7.

    This content is provided to you freely by Equity Press.

    Access it online or download it at https://equitypress.org/partnerships/hw_63_adverse_childh.