In March of this year, the National Institute of Economic and Social Research (NIESR) published a report on how schools are integrating new migrant pupils and their families.
MIGRANT School Children – ISSUES To Address?
NIESR was founded in 1938, it provides research to try and understand the social and economic forces that affect peoples lives. It guides and influences government and school policies while claiming to be independent of all party political interests.
You can find the report HERE.
The report is entirely focused on the needs of migrant children, which is fine, however, what about the needs of schools which are expected to deal with the burden of taking in new migrant children? What about the non-migrant children, how are they affected by the influx of non-English speaking children? Does a lack of resources mean that teaching non-migrant children becomes more difficult?
Back in 2015, the Express newspaper reported that Britain needed 1600 new primary schools to cope with a staggering 160% increase in migrant children since the previous year.
Nick Timothy of New Schools Network thinktank said:
“It’s clear that England urgently needs more new schools to address this record level of demand.
“Simply expanding existing schools is not the answer.
“As long as EU free movement rules apply, net migration is not likely to come down at any point soon.”
You can find out more by clicking HERE.
If there was ever a valid argument in leaving the EU, this is one of them!
Controlled immigration and control of our borders are of paramount importance.
The Telegraph reported back in July 2016 that migration and high birth rates from migrants mean that 750,000 new school places will be needed in the next decade. You can find that HERE.
Assimilation And Integration
However, it is not just about the pressures on the school system, it’s also about the ability for migrants to assimilate into the school system and wider society. This is especially so when many migrants come from war-torn countries like Iraq, Syria, Sudan and Somalia, for example.
Page nine of the NIESR report does touch on the failures and criticisms of multicultural policies. Multicultural policies can and do cause further division and segregation. Could that be one of the reasons why around a fifth (21.1%) of pupils in primary schools define English as their additional language? The figure is lower for pupils in secondary school (16.6%). The report does go on to say that “multicultural policies have been criticised for producing segregation and dissent (Philipps, 2005) and for reinforcing separate identities.
The report is refreshingly honest when it states those percentage increases reflect an increase in migration into the United Kingdom.
A German Approach
Interestingly enough, there was also a report published in 2007 by EMILIE – A European Commission funded organisation. They looked at the issues of multiculturalism and the challenges of migrant children in German schools. The report is quite an eye-opener.
The report starts off by saying that it looked at two main issues. First, evidence of a high percentage of migrant students with low school performance and low German language skills. Secondly, reports about violent conflicts at schools often codified as resulting from an unwillingness or incapability of migrants, especially of Muslims with a migration history, to adapt to the culture of the host society.
You can find that report HERE.
In March 2006 teachers from a secondary school in Berlin addressed the public with an open letter declaring that they were not able to teach anymore. The proportion of students with non-German backgrounds had risen to account for 83 per cent of all their students, of which 35 per cent were of Arabic origin and 26 per cent of Turkish origin. The teachers, all German natives, claimed that the atmosphere in class was characterised by aggression, disrespect and ignorance towards them. Pupils would destroy school property, attack teachers and refuse to learn.
Teachers reported that Muslim students had pressurised other Muslims if they did not behave according to Islamic standards and that non-Muslims have been insulted as ‘impure’. They complained that young males behave in a misogynist/sexist way against non-Muslim female pupils and teachers. Cases of violent and aggressive boys of Arabic or Turkish origin acting in an anti-Semitic way have also been described.
The German Conclusion
As multiculturalism has bred separatism and allowed fundamentalism to flourish, schools have played their part in allowing bad behaviours and incompatible cultural excesses to carry on unabated. No doubt the fear of being called a racist for making a legitimate challenge, or perhaps the weakness and bigotry of low expectations is to blame here. The astonishing conclusion from Dr Frauke Miera in the report was an absolute gem of xenophobic racism:
As a conclusion, I would plead for integration policies that not only focus on the individual migrants but put high emphasis on the institutions of the ‘majority society’ and the support of individual figures in their intercultural competence.
Imagine the gasps of multi-culti left-whingers – place a high emphasis on the “MAJORITY SOCIETY”.
Perhaps a more curt, working-class version of saying the same thing would be – fit in or f**k off.
It’s not racist to want to control immigration. It’s not racist to want our children to grow up educated without the intimidation and fear of backward, intolerant, misogynistic, and aggressive Islamic immigrant cultures. It’s time to celebrate British, English, Scottish and Irish Culture, it’s only right that immigrants learn about that in school.