Supporting Students Affected by War and Terrorism: A Comparitive Study of School Leadership in Canada and Pakistan
MetadataShow full item record
The growing incidents of war and terrorism around the globe have escalated global migration. Consequently, schools are becoming more diverse in host countries, with this diversity spanning students affected by war and terrorism, in addition to students with disabilities, students living in poverty, as well as racialized and Indigenous students. While these diverse groups of students bring cultural richness and resilience to schools, supporting their academic achievements and physical and mental well-being may challenge school leaders. In this paper, I reviewed the education policies of the United Nations, Ontario, and Pakistan that provide guidelines to enact equity and inclusion in schools. I also conducted a systematic review of Ontario’s and Pakistan’s literature to explore the role of school leaders in supporting students affected by war and terrorism in the last decade. Based on the findings, I firstly discussed the emerging role of public school leadership in supporting students affected by war and terrorism in Ontario and Pakistan. Secondly, I proposed changes to Bronfenbrenner’s (1999) bioecological model of human development, and recommended that by adopting Shield’s (2010) transformative leadership framework, school leaders can make their schools more equitable and inclusive. Thirdly, I advocated for the establishment of cross-cultural educational partnerships to connect the educational policy-makers, researchers, practitioners, and school leaders from Ontario and Pakistan through the Train-the-Trainer model. In an era of forced migration and globalization, school leaders can thereby become agents of school reform and social change by developing inclusive and just communities locally, nationally, and internationally.