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Refugee can refer to movements of large groups of displaced people, who could be either internally displaced persons or other migrants. According to UN High Commissioner Report for refugees (2017), 65.6 million people were forcibly displaced worldwide because of persecution, conflict, violence or human rights violation alone. Now we are witnessing a massive shift of humanity unlike any seen before. A huge population around the world, which is equivalent to the entire population of the UK, is displaced from their homes. More than 23 million of them are from five places: Syria, Afghanistan, South Sudan, the Lake Chad Basin and Somalia. And the astonishing figures are 11.5 million people in five years between 2011 and 2016 in Syria, 4 million displaced from 2013 in South Sudan, 3.8 million in Afghanistan, 2.3 million in Africa's Lake Chad basin and 1.6 million in Somalia. All of the above have the reasons either being unemployment, insecurity and political instability or civil war or droughtlike phenomena, all of which can be summarized as economic crisis. Most of the time, we do our research on the subject about the wake of the crisis, but nobody do the prefacing matter analysis. This chapter is mainly based on the secondary data of the World Bank and the UNHCR and various governments' official data. In this chapter, we are trying to identify the major parameters responsible for refugee generation and also we are analyzing the cause of these phenomena, whereas no research has been done yet about the era prefacing that crisis.

Nowadays children from immigrant families are the fastest growing group of youth in the United States. Despite the fact that emerging research has highlighted the significance of strong partnerships between families and high-quality early childcare/education programs, many immigrant families face numerous barriers in accessing high-quality childcare/early education as well as establishing strong partnerships with centers. The purpose of this chapter is to explore the emerging challenges that immigrant families face in navigating the U.S. early childhood education system. This chapter first briefly reviews the literature on the role of family involvement in early childhood education within the general U.S. population. This is followed by a review of the unique funds of knowledge that immigrant parents engage in while interacting with their children at home. Then this chapter explores the barriers of immigrant families in developing strong partnerships with early childcare/education programs such as, communication, limited parental English proficiency, lack of public funding, acculturation, education, and cultural perceptions of involvement. Furthermore, this is followed by a focus on two distinct rising immigrant populations within the United States, Hispanic (specifically non-refugee) and refugee populations, and their unique sets of obstacles. Lastly, recommendations are provided for future practitioners and policymakers to support the establishment of stronger immigrant family and professional partnerships within early education and childcare settings.

Migration to Sweden dramatically increased in 2015 and challenged the reception system at all levels and societal institutions, one of which was the school. As a response to the lack of a comprehensive educational strategy for newly arrived students, new regulations were passed in January 2016, the purpose of which was to guarantee equity and equality in education for all students, irrespective of their background. The regulations make demands on local politicians and the school leaders to adjust the reception, organization and teaching to support the newly arrived students’ learning. The purpose of this paper is to explore school leadership practices in turbulent times.

The study is situated in the field of post-migration ecology, as newly arrived students move from pre-migration to transmigration to post-migration contexts, the latter for this paper’s interest, when they arrive to their new schools. Seven principals in a transit municipality for migrants were interviewed to obtain a picture of how they are prepared for diversity in leadership and how policy and practice coincide.

The study reveals how policy and practice coincide due to a lack of intercultural and bilingual competences among the staff. The principal’s responsibility for a school structure and culture that support newly arrived students’ learning raises new demands on how principals are trained for diversity.

The study is a contribution to the little-researched field concerning school leadership and newly arrived students which raises new demands regarding how principals are trained for diversity.

To position refugee mental health more effectively on the developing global health and humanitarian agendas requires effective communication in policy‐making processes. The capacity to answer three simple but demanding questions arguably determines the readiness of those working in this field to seek such influence. Reviewing current knowledge on the global context of refugee mental health with respect to the questions ‘What is the need?’, ‘What can we do about it?’ and ‘Will it work?’ suggests significant conceptual advance in this area over the last decade, and increasing consensus on broad intervention strategy. It remains important to document impact more effectively, however, if policy‐makers are to be persuaded to invest more resources in promoting mental health interventions with displaced and war‐affected populations.

Hit by an unprecedented financial crisis, the Greek society has been also swept away by an acute political crisis, rising political polarisation and social unrest. At the same time, over the last decade, Greece has faced an unparalleled state of emergency, with thousands of refugees and immigrants entering every year and remaining in the country, often in extremely difficult living conditions leading to ‘an exceptional crisis within the crisis’. In fact, during the recent years, immigration and the ‘refugee crisis’ have been among the most controversial topics on the Greek policy agenda and one of the principal issues that shapes public discourse and raises the most questions about social cohesion and the fundamental values of the Greek society. Media representations of the refugee and migrant ‘crisis’ have played a significant role in how this controversial issue is presented in the Greek public discourse as well as in how people perceive and respond to it. Within this context and having as a starting point the theoretical approach of peace journalism, this chapter explores the ways in which four national Greek newspapers portrayed immigration within different periods of the Greek crisis between January 2011 and September 2015. Research results reveal two different periods in the analysed news stories, one between 2011 and 2014, when immigration was portrayed as a ‘domestic problem’ and the other, in 2015, when the situation was designated as a ‘European refugee crisis’. In both cases, however, it was evident that immigration was positioned high on the agenda of the Greek newspapers, despite major political events taking place within the same periods. Findings were presented and discussed on four different but interrelated levels: immigration (1) as a source of conflict and polarisation, (2) as a political issue, (3) through securitisation and victimhood and, ultimately, (4) through a ‘journalism of conventions’ lens, with very important consequences on the quality of information (extensive lack of solutions related to immigration and asylum issues, absence of refugees' voice, insufficient context, among others).

Labour market assimilation of Danish first‐generation male immigrants is analysed based on two panel data sets covering the population of immigrants and 10 per cent of the Danish population during 1984‐1995. Wages and employment probabilities are estimated jointly in a random effects model which corrects for unobserved cohort and individual effects and panel selectivity due to missing wage information. The results show that immigrants assimilate partially to Danes, but the assimilation process differs between refugees and non‐refugees.