FORA's Family School Partnership Program Provides Families with Trusted Advocates In and Out of the Classroom
BY: Anna Anderson, Administrative Restorative Justice Intern
Starting a new school or grade can be intimidating. For refugee students particularly, this experience is layered in unfamiliarity. In a new country, foreign challenges and environments present themselves, ones that are even harder to handle without foundational language understanding. Imagine starting a first day of a new school, in a new country, with a language you do not understand: this is the reality that many refugee students face. This reality presents a need for a third-party supporter, which is where FORA's Family School Partnership Officers (FSP Officers) step in.
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The educational journey of a refugee student is often different from that of their peers. The result of these challenges can make it difficult for students to understand assignments, make connections, or recognize helpful resources. Families of students often also struggle, as they may be unfamiliar with school policies, parent-teacher communication, or the grading system. In these scenarios, the result is often that refugee families become removed from local schools. This is why FSP Officers are crucial in supporting refugee students and their families when navigating a new education system.
Family School Partnership Officers serve as a connection between refugee families, students, and schools; all to assist families in understanding the resources or opportunities that are available to them. Many people associate this role with translation, but the role of a FSP Officer extends far beyond that. Through addressing both academic and non-academic challenges, Officers can help refugee students adjust to their new environments and create a stronger foundation for future opportunities.
While Family School Partnership Officers are unable to remove systematic barriers that limit refugee students’ education, they can still mend existing pathways through advocacy. This advocacy presents itself in many different ways, such as connecting students with tutors or helping families communicate more effectively with schools. Family School Partnership Officers also assist with transportation difficulties, healthcare needs, or other barriers that may affect academic performance. In this way, their role is not simply to solve individual problems, but to create a support system that allows students to focus on their education.
“The direct impact of this program is giving students and their families agency in their own decisions. The broad result of this is increased trust and confidence with the school systems, in which families will then tell their friends and neighbors about the opportunities around them. So not only does a Family School Partnership Officer directly support a student, but they uplift their communities as well” - Jessica Schrag, FSP Officer
Coupled alongside the support of FSP Officers, FORA provides a strong example of what third-party support can look like in practice. Through individualized, high-impact tutoring,
FORA further assists FSP Officers by supporting specific learning goals. FORA is especially valuable as it addresses educational needs that standardized schools may not have the time or resources to cover. Through personalized learning plans, FORA provides students with opportunities to develop foundational skills while remaining connected to their school.
The importance of Family School Partnership Officers and organizations such as FORA extends beyond helping refugee students adjust to a new school system. Their support can influence a student’s long-term educational and personal development. FORA provides a space where refugee students are surrounded by people who understand their circumstances and are uplifted by trusted adults to navigate unfamiliar systems. This helps them to develop confidence, build relationships, and take advantage of educational opportunities. This is true for the families of students as well, as over time, these relationships can help families become more independent and confident in their communities.
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