Migration Library search resultsCo-financed by the European Fund for the Integration of Third Country Nationals

Title Summary Links Cost Status Location Resource Type
Love et al. (2007) Health and ethnicity in Aberdeenshire: a study of Polish in-migrants This report recognises the specific health needs of migrants who have arrived in Scotland and clearly places migration within the domain of public health. This report focuses on the situation regarding Polish migrants to Aberdeenshire and NHS Grampian region. With health issues for migrants stemming from increased vulnerability, the report discusses some of the existing policies that have been put in place regionally in order to mitigate these issues. These policies have included provision of interpretation services for improved communication, additional training along with active promotion of healthcare within migrant communities. Also see a study on stress among Polish migrant workers in Scotland by Weishaar (2008) and Weishaar (2010) which provides further examples of the difficulties faced by Polish economic migrants trying to cope with the consequences of their migration. Also see MacFarlane et al (2014) for a report on factors that impede the implementation of guidelines and training initiatives designed to make sure healthcare is accessible and suitable for migrant needs. Read More Visit site Free EU Aberdeenshire Public sector
Moskal (2010) Polish migrant children's experiences of schooling and home-school relations in Scotland This briefing paper by Moskal (2010) discusses the integration of Polish migrant children through the examination of the role of Scottish schools in the integration process. The focus of the study accounts for the significance the school experience for children and, the links between success at school and home environment. After English, Polish is now the most common language in Scottish schools, consequently this creates a resource issue in terms of English language tuition. This paper also draws attention to the difficulties faced in trying to accurately establish an appropriate learning level for each new arrival. This is particularly the case when children arrive at their new school without information on their previous school work or achievements. This matter is compounded further in a system of formative assessment which focuses predominantly on language ability. In addition, the study identifies communication problems which can emerge between the family/ parents and the school. In such cases, children themselves can play a key role in bridging the gap. Also see Moskal (2014) and Dillon (2013) for studies exploring some of the issues discussed in this paper. Read More Visit site Free EU Scotland Academic research