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The educational integration of Newly Arrived Migrant and Refugee (NAMR) children and youth in a host country is complex. It requires educational systems responding to their diverse needs. Some of these needs are exacerbated by NAMR young people and their families' limited understanding of the host country's policies, structures, and procedures. Amidst these complexities, policy makers, practitioners, and other stakeholders strive for guidance in developing effective interventions that are transferable across different settings. This paper builds on the good practices that were identified and exchanged between seven partnering countries from Europe and the UK in 2017–18 as part of SIRIUS network's RefuEdu project. Researchers, policymakers, and practitioners shared good practices that were grounded in their knowledge, experience, and examples. A set of core principles and individual sets of good practices are highlighted with action steps from the contexts of Germany, Sweden and England (UK). This may assist policy makers and practitioners in comprehending the challenges and opportunities within the educational integration of NAMR children and youth. The implications are for strengthening their holistic integration alongside positive educational experiences and advancing further research.
Sharma‐Brymer et al. (2024) studied this question.