Schooling in Displacement: How Syrian Refugee Students, Educators, and Nonprofits Navigate Barriers in Chicago Public Schools

The civil war and invasions in Syria have led to dire humanitarian consequences, with millions of Syrians facing poverty, food insecurity, and displacement. As of March 2024, over 16.7 million people in Syria need humanitarian assistance, with more than 90 percent of the population living below the poverty line and 12.9 million facing food insecurity (UNHCR, 2024). Within this context, 7.2 million Syrians have been internally displaced due to violence, destruction, and persecution. As a result of this crisis, the number of Syrian refugees resettling in the United States, particularly in cities like Chicago, has been steadily increasing. Through 14 qualitative semi-structured interviews with students, educators, and nonprofit representatives, this study examined the educational, cultural, financial, and mental health challenges faced by Syrian refugee students in Chicago Public Schools, and evaluated the interventions implemented by teachers, schools, and nonprofit organizations to address these needs. Findings suggested that Syrian refugee students in CPS experience a range of challenges, particularly related to disciplinary practices, misalignment between their academic background and the school curriculum, cultural and religious adaptation, and financial/welfare-related stress. While collaborative efforts between schools and nonprofits play a crucial role in addressing these barriers, significant gaps remain in individualized instruction and structural accommodations, resulting in supplementary initiatives by teachers and nonprofit staff.