Table of contentsIntroductionLiterature reviewEducational challenges in CanadaOrigins of restorative justiceConclusionIn recent decades, approximately 35,000 Syrian refugees have been accepted into Canada. As the refugee population grows, it becomes increasingly important to understand the factors that support and support children's pre- and post-arrival mental health and educational success. Experiencing forced migration and armed conflict increases the likelihood of symptoms of psychological trauma and discrimination which inevitably impact academic abilities and outcomes. This article will determine whether children are forced to suffer these hardships that will harm their future well-being and assimilation into Canadian society. Canadian schools have enabled educators to respond to the individualistic cultures, socio-emotional and educational needs of students whose families are fleeing hardship, global conflict or persecution to explore safe haven in Canada. Public schools are easily accessible and adequately resourced to reduce risks for school-aged Syrian refugees. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”?Get original essayIntroductionApproximately 58 million people have been exiled from their homes and displaced within their countries or around the world as a result of various conflicts. Faced with war and the resulting humanitarian crisis, moving was the only choice to save their lives. The number of displaced people around the world is increasing and has probably exceeded 60 million by now. These refugees are exposed to multiple threats and need protection in a variety of ways, which international conventions have explored in their consideration of the overall refugee situation. International migration is something that has symbolized global mobility for centuries and thousands of years and has become a priority for nation states around the world. Governments seek to establish and implement the most effective policies to regulate diversity and integrate immigrant students so that they can contribute to the economic prosperity and sociocultural fabric of their society. Canada has a great ethnic diversity and its education system plays an important role for immigrants in this physically large country. For many years, the Canadian government has resettled refugees in accordance with the United Nations Convention. The government provides refugees with access to financial support, health services and resettlement assistance, including employment and language training. ESL (English as a Second Language) educators play an important role in the resettlement process of adults and children, addressing issues associated with acculturation and negotiating one's identity in a new cultural and linguistic landscape. The unique needs related to forced migration, particularly displacement, war, school disruption, work-related development and poverty, require an educational approach that goes beyond the involved framework of most classrooms modern classrooms to meet the basic human needs of students. It is fundamental that immigrant children have employment and income equivalent to their educational development as adults and contribute to the socio-cultural cohesion of their communities. The role of schools is to encourage this process and integrate immigrant children through education. Literature Review Syrian refugees are exposed before migrationto armed conflict, demolition of their community and post-migration stressors due to resettlement and resettlement. These encounters fractured the refugees' lives, leading to dramatic changes in their ecological system (Stewart, 2011). The consensus of available refugee data indicates that one in ten adult refugees resettled in Europe, Australia and North America suffer from post-traumatic stress disorder (PTSD), one in twenty suffer from major depressive disorder and one in twenty-five suffers from generalized anxiety disorder. Living in a war zone, witnessing violence, murder, torture, parental imprisonment, separation from family, community and living in a refugee camp increases rates of PTSD in Syrian children as as a central factor impacting their resettlement after migration (Hadfield et al. 2017). The combination of pre-migration and post-migration trauma must be highlighted due to internal and external behaviors correlated with issues of psychological well-being and the importance of academic success (Hadfield et al. 2017). Over time, refugees' mental health and discrimination issues grow significantly upon resettlement. As newcomers to Canada, most refugees arrive with hopes, dreams, rights, freedom, equality and multiculturalism. Often, refugees are more likely to experience distinct treatment, racism and violence when it comes to finding employment, housing and being contacted by law enforcement and officials. immigration. These contacts with Canadian citizens have left Syrian refugees feeling unsafe, unwelcome and victims of hate crimes in Canada. Canada's societal discourses and actions shape the context in which refugee children and youth are welcomed both at school and in their communities after settlement. Research suggests that there is a link between explicit and implicit discrimination and poor academic performance. Children from refugee backgrounds who attend schools face overt racism, peer abuse, bullying and subtle forms of discrimination that disrupt effective learning, overall well-being. the child, his mental and physical health and his acculturation. Immigrant children reside in Canada to pursue their education, a necessary condition for a successful future, which results in positive academic outcomes and is associated with enthusiasm, while they experience failure associated with crucial distress. With shame and feelings of inadequacy on the part of teachers and peers, students sometimes felt that the amount of effort required to succeed academically was beyond their mental and physical capabilities, given the non-academic responsibilities that they they had in their lives (Hilario et al. 2018). ). Whether it actually occurs or is perceived, racism and discrimination pose an ongoing challenge for refugee students. A qualitative study in Winnipeg reports that students talk about feeling unsafe on the streets, being persecuted because of the color of their skin, their ethnicity, profiled by police and mistreated by students, teachers and administrators in their schools (Stewart 2011). On behalf of teachers and community members who support the education of Syrian refugees, they believe schools are not doing enough to ensure cultural understanding among students. Discrimination is expected to be a notable risk factor for school-age Syrian refugees in Canada. An agreement signed by the Convention of NationsUnited Refugee Protection is committed to supporting refugees who have experienced armed conflict and forced migration, which includes mitigating and addressing situations of discrimination in Canadian society (Beiser and Hou 2017). Refugee children, youth and families in Canada place great importance on education. When resettling young refugees, education is considered a top priority and describes its potential to improve their lives (Stewart 2011). Refugees have succeeded in the Canadian education system. Students from globally recognized war zones who had experienced traumatic events performed as well as Canadian-born students, even outperforming them in some subjects. The most important service system that school-aged refugees engage with and learn to navigate is school, which is crucial but fraught with challenges. To make school culturally safe, educators must create inclusiveness, as schools represent a critically important transition period for refugee children, youth, and their families (Graham et al. 2016). Elements that impact the academic success of refugee students include supporting English language acquisition, teacher preparation, and mental health to meet the unique needs of the school. If Canadian schools focus their resources on these three goals, they can improve the academic success of young refugees. Language acquisition poses a difficult barrier for refugees, as the requirement for basic language skills does not translate into academic language and literacy skills. Poor English skills can negatively influence the teacher's ability to assess the strengths and needs of refugee students, requiring additional resources for translators (Skidmore 2016). Language acquisition resources are very limited and do not meet the growing demand for high-needs students requiring educational assessments. Teachers in Canadian society need increased training on best practices for teaching students who have experienced traumatic events. Instructional strategies for providing basic reading instruction to refugee students and instruction on implementing educational inclusion practices for refugee students. School is one of the most effective and efficient ways to provide access to mental health services and supports for refugee children and youth. Many school counselors are generally not trained to deal with the complex trauma resulting from armed conflict and forced migration (Stewart 2011). This will give school counselors the advantage of increasing their knowledge of the global, social and political contexts of war, and their effects on the psychological well-being of children and young people, as well as the economic and political factors that weigh on refugees and their experiences. in Canada (Stewart 2014). Such trauma-informed care and empirically-based therapeutic interventions could improve their effectiveness in working with refugee children and youth. Promoting the well-being of refugee adolescents is beneficial in peer relationships. Social change and self-esteem are anticipated by the nature of friendships. Young people in exile may have difficulty shaping their friendships due to issues of psychological well-being, social disability, bigotry, sociolinguistic issues and rejection. Many refugees' peers bully them because of their racialized status or.