Learners using English as an additional language can often arrive later in secondary education – especially refugees and asylum-seekers. Sarah Moodie discusses how schools, and teachers, can welcome and support these vulnerable young people
Late arrivals: Schools can do a number of things to support students with English as an additional language who arrive in year 9 or later - Adobe Stock

Education is a right according to the United Nations Convention on the Rights of the Child (UNCRC). However, for many learners using English as an additional language (EAL) who arrive later in the UK’s education system, it probably doesn’t feel that way.

Many have been waiting for a school place for some time and may have been previously rejected by other schools (Ashlee, 2024).

For any student, starting in a new school in or after year 9 is daunting. Schools are busy, noisy places. Friendship groups are established and may appear impenetrable. The curriculum is fast-moving, building on prior learning and teachers are under pressure to deliver results.

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