Professional Learning Resources

Welcoming Afghan Families to Schools

Produced by Rutgers University and the New Jersey Office for Refugees (NJOR).

In my role as Education Programs Manager at NJOR, I contributed to the development of this professional learning module. The course explores Afghanistan’s history, cultures, and languages while offering practical strategies for welcoming and supporting Afghan families resettled in the United States.

This resource is designed for educators, school staff, and community professionals working with newcomer families.

👉 Access the resource here: https://www.welcomingfamilies.org/

Healing Classrooms for Students Affected by Forced Migration (Classroom Management)

Developed by the International Rescue Committee (IRC) in collaboration with the New Jersey Office for Refugees (NJOR).

In my role as Education Programs Manager at NJOR, I contributed to content development and served as video facilitator for this course. The module supports educators in applying the Healing Classrooms approach to create safe, supportive, and trauma-informed learning environments for students affected by forced migration and resettlement.

This professional learning resource is available to educators and school staff serving newcomer and refugee students.

👉 Take the free course here: https://kayaconnect.org/course/view.php?id=11984

Selected Research & Publications

Accessing Educational Resources and Support: Newcomer Refugee Mothers’ Challenges and Resilience During the COVID-19 Pandemic

Research Article | Journal of Ethnic and Cultural Studies | 2025

This research article examines how newcomer refugee mothers navigated access to educational resources and school support during the COVID-19 pandemic. Drawing on qualitative research, the study highlights both the barriers families faced and the resilience strategies they developed while supporting their children’s learning.

The findings offer insights for educators and school leaders seeking to strengthen school–family partnerships with newcomer and refugee communities.

👉 Read the article here: https://doi.org/10.29333/ejecs/2242

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

Case Article | Journal of Cases in Educational Leadership | UCEA 2022 Paula Silver Award Recipient

This award-winning case article explores the layered trauma political refugees may experience across both their countries of origin and their resettlement contexts in the United States.

The article highlights how educators and school leaders can recognize these experiences and respond with thoughtful, trauma-informed practices that support refugee students’ well-being, belonging, and educational success.

👉 Access the article here: https://journals.sagepub.com/doi/abs/10.1177/1555458921997517

Understanding Multilingual/Multicultural Immigrant High Schoolers’ Multilayered Identities and Imagined Futures

Doctoral Dissertation | Montclair State University | 2023

This dissertation explores how multilingual and multicultural immigrant high school students navigate complex, multilayered identities while envisioning their future academic and professional pathways. It highlights how language, culture, and social context intersect to shape students’ aspirations, self-perceptions, and engagement in school.

The study provides practical insights for educators and school leaders on fostering belonging, supporting immigrant students’ identity development, and creating educational experiences that empower students to imagine and achieve meaningful futures.

👉 Access the dissertation here: https://digitalcommons.montclair.edu/etd/1281/

Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World

Book Review | Diaspora, Indigenous, and Minority Education, Studies of Migration, Integration, Equity, and Cultural Survival | 2019

This book review examines the work of Django Paris and H. Samy Alim, highlighting how culturally sustaining pedagogies promote justice-oriented teaching and learning in diverse classrooms. The review explores strategies for supporting multilingual and multicultural learners while fostering equitable, inclusive educational practices.

The review underscores practical implications for educators seeking to create learning environments that honor students’ cultural and linguistic identities while promoting engagement and academic success.

👉 Access the review here: https://doi.org/10.1080/15595692.2019.1669016

Field Resources

The following organizations and resources offer valuable guidance, research, and practical tools for educators, families, and schools supporting multilingual, newcomer, and refugee learners.

New Jersey State Seal of Biliteracy

Administered by the New Jersey Department of Education (NJDOE).

The State Seal of Biliteracy recognizes high school students who demonstrate proficiency in English and at least one additional language. It supports recognition of multilingual achievement and promotes language development as an asset in secondary education.

👉 Access the resource here: https://www.nj.gov/education/standards/worldlang/SealofBiliteracy.shtml

Colorín Colorado

Bilingual Resource for Educators and Families of English Language Learners

Colorín Colorado is a national multimedia project offering bilingual, research-based resources, classroom strategies, and family guidance for supporting English language learners.

The website is an educational service of WETA Public Broadcasting and is supported by partners, including the American Federation of Teachers and the National Education Association.

👉 Explore the resource: https://www.colorincolorado.org/

Professional Use

These resources are shared to support informed, equity-driven practice in multilingual, newcomer, and refugee education settings. Educators and organizations are encouraged to engage with these materials thoughtfully and adapt insights to their specific school or community contexts.

Additional resources and publications will be added periodically as relevant contributions and field materials become available.

For ongoing reflections, updates, and professional insights related to secondary multilingual, newcomer, and refugee education, you are welcome to subscribe to our newsletter and stay connected.