1. education
2. school

Why
Why
Why
Why
do
do
do
do
Somali
Somali
Somali
Somali
Pupils
Pupils
Pupils
Pupils
Achieve
Achieve
Achieve
Achieve
Why
Whydo
do
Somali
Somali
Pupils
PupilsAchie
Achi
Why
Why
Why
Why
Whydo
do
do
do
do
doSomali
Somali
Somali
Somali
Somali
Pupils
Pupils
Pupils
Pupils
Pupils
Achieve
Achieve
Achieve
Achieve
Achieve
Achieve
lower
lower
lower
lower
Grades
Grades
Grades
Grades
in
in
in
in
School?
School?
School?
School?
lower
lower
Grades
Grades
in
inSchool?
School?
lower
lower
lower
lower
lower
lowerGrades
Grades
Grades
Grades
Grades
Grades
in
in
in
in
in
School?
School?
School?
School?
School?
by
by
by
by
Haweya
Haweya
Haweya
Haweya
Mousa
Mousa
Mousa
Mousa
by
byHaweya
HaweyaMousa
Mousa
by
by
by
by
by
Haweya
Haweya
Haweya
Haweya
Haweya
Haweya
Mousa
Mousa
Mousa
Mousa
Mousa
Mousa
Haweya
Haweya
Haweya
Haweya
Mousa
Mousa
Mousa
Mousa
HaweyaMousa
Mousa
Haweya
Haweya
Haweya
Haweya
Haweya
Haweya
Mousa
Mousa
Mousa
Mousa
Mousa
MousaHaweya
Accredited
Accredited
Accredited
Accredited
Community
Community
Community
Community
Empowerment
Empowerment
Empowerment
Empowerment
Course:
Course:
Course:
Course:
Accredited
Accredited
Community
Community
Empowerment
Empowerment
Course:
Course:
Accredited
Accredited
Accredited
Accredited
Accredited
Accredited
Community
Community
Community
Community
Community
Community
Empowerment
Empowerment
Empowerment
Empowerment
Empowerment
Empowerment
Course:
Course:
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Course:
Development
Development
Development
Development
and
and
and
and
Presentation
Presentation
Presentation
Presentation
of
of
Research
of
Research
Research
Research
Skills
Skills
Skills
Skills
2011-2012
2011-2012
2011-2012
2011-2012
Development
Development
and
and
Presentation
Presentation
Research
Skills
Skills
20
2
Development
Development
Development
Development
Development
Development
and
and
and
and
and
and
Presentation
Presentation
Presentation
Presentation
Presentation
Presentation
of
ofof
of
of
Research
Research
of
Research
Research
Research
Research
Skills
Skills
Skills
Skills
SkillsofofResearch
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
Haweya Mousa
Haweya Mousa
Haweya Mousa
Contents
Page
Contents
Contents Page
Page
Contents Page ...................................................................................................................... 2
Contents Page ...................................................................................................................... 2
Contents
......................................................................................................................
ExecutivePage
Summary
.............................................................................................................. 2
2
Executive Summary .............................................................................................................. 2
Executive
.............................................................................................................. 2
Chapter 1:Summary
.............................................................................................................................
3
Chapter 1: ............................................................................................................................. 3
Chapter
1: .............................................................................................................................
(i) Central
aim ................................................................................................................ 3
3
(i) Central aim ................................................................................................................ 3
(i)
aim ................................................................................................................
(ii) Central
The purpose
of your research ................................................................................... 3
4
(ii) The purpose of your research ................................................................................... 4
(ii)
purpose
of your
research ................................................................................... 4
(iii) The
Literature
review
.......................................................................................................
4
(iii) Literature review....................................................................................................... 4
(iii)
review
....................................................................................................... 4
(iv) Literature
Methodology
............................................................................................................
8
(iv) Methodology ............................................................................................................ 8
(iv)
Methodology
............................................................................................................
(v) Ethical
considerations
............................................................................................... 8
9
(v) Ethical considerations ............................................................................................... 9
(v) Ethical
considerations
...............................................................................................10
9
Chapter
2: Research
findings .............................................................................................
Chapter 2: Research findings ............................................................................................. 10
Chapter 3:
2: Discussion
Research findings
............................................................................................. 13
10
Chapter
.........................................................................................................
Chapter 3: Discussion......................................................................................................... 13
Chapter 4
3:............................................................................................................................
Discussion......................................................................................................... 15
13
Chapter
Chapter 4 ............................................................................................................................ 15
Chapter
4 ............................................................................................................................
(i) Conclusions
............................................................................................................. 15
15
(i) Conclusions ............................................................................................................. 15
(i)
.............................................................................................................
15
(ii) Conclusions
Recommendations
.................................................................................................. 15
(ii) Recommendations .................................................................................................. 15
(ii) Recommendations
15
(iii)
The strengths and ..................................................................................................
limitations of research ............................................................... 16
(iii) The strengths and limitations of research ............................................................... 16
(iii) The strengths
and limitations of research ............................................................... 16
Bibliography
........................................................................................................................
17
Bibliography ........................................................................................................................ 17
Bibliography.........................................................................................................................
........................................................................................................................ 18
17
Appendices
Appendices ......................................................................................................................... 18
Appendices ......................................................................................................................... 18
1
1
1
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Executive
Summary
Executive
Executive Summary
Summary
This research report examines the reasons why Somali pupils are underachieving in
This research report examines the reasons why Somali pupils are underachieving in
This
research
reportand
examines
the reasons
why Somali
pupils are
underachieving
in
schools
in London,
to understand
the schooling
experiences
of Somali
pupils. The
schools in London, and to understand the schooling experiences of Somali pupils. The
schools
London,
and tothe
understand
the schooling
experiences
Somali
pupils.
The
researchinaims
to study
achievements
of Somali
pupils at of
GCSE
level,
identify
research aims to study the achievements of Somali pupils at GCSE level, identify
research
aims
to study the achievements
of Somali
identify
reasons for
underachievement,
and the main
barriers pupils
faced at
by GCSE
Somalilevel,
pupils.
Also
reasons for underachievement, and the main barriers faced by Somali pupils. Also
reasons
for underachievement,
and
main of
barriers
discover factors
which contribute to
thethe
success
Somali faced
pupils.by Somali pupils. Also
discover factors which contribute to the success of Somali pupils.
discover factors which contribute to the success of Somali pupils.
The purpose of my research is to find out the barriers for underachievement in schools,
The purpose of my research is to find out the barriers for underachievement in schools,
The
of my do
research
to findneed,
out the
barriers
for underachievement
in schools,
and purpose
which support
Somaliispupils
and
to provide
recommendation to
schools,
and which support do Somali pupils need, and to provide recommendation to schools,
and
support do Somali
need,
and totoprovide
to to
schools,
and which
local communities
to give pupils
improved
support
Somalirecommendation
children especially
those
and local communities to give improved support to Somali children especially to those
and
to give
to Somali
children level
especially
to those
who local
camecommunities
into the system
from improved
Somalia atsupport
late primary
or secondary
who have
had
who came into the system from Somalia at late primary or secondary level who have had
who
came
into the
system
from Somalia at late primary or secondary level who have had
a very
different
system
of education.
a very different system of education.
a very different system of education.
The methods used for my research were questionnaires and interviews.
The methods used for my research were questionnaires and interviews.
The
used for
my this
research
were are
questionnaires
interviews.
The methods
main findings
from
research
that Somaliand
pupils
are underachieving in
The main findings from this research are that Somali pupils are underachieving in
The
main
research
aregroups
that Somali
pupils
areof underachieving
in
schools
andfindings
they arefrom
the this
lowest
achieving
in schools.
One
the main reasons
schools and they are the lowest achieving groups in schools. One of the main reasons
schools
and
they are
the lowest achieving
groups
schools.
One of and
the main
for Somali
pupils’
underachievement
identified
frominthe
questionnaire
case reasons
study is
for Somali pupils’ underachievement identified from the questionnaire and case study is
for
pupils’
underachievement
fromtheir
the questionnaire
is
the Somali
language
barrier
and parents notidentified
supporting
children. It is and
alsocase
due study
to poor
the language barrier and parents not supporting their children. It is also due to poor
the
language
barrier and
parents not
supporting their
It and
is also
due tolack
poor
housing,
overcrowding,
a disrupted
or non-existent
priorchildren.
education
parental
of
housing, overcrowding, a disrupted or non-existent prior education and parental lack of
housing,
overcrowding,
a disrupted
or system.
non-existent prior education and parental lack of
understanding
of the British
education
understanding of the British education system.
understanding of the British education system.
Detailed recommendations were after school classes for underachieving pupils, extra
Detailed recommendations were after school classes for underachieving pupils, extra
Detailed
were after
pupils,
extra
weekend recommendations
classes, Somali bilingual
staffsschool
shouldclasses
be usedforto underachieving
build links between
schools,
weekend classes, Somali bilingual staffs should be used to build links between schools,
weekend
classes,
Somali bilingual staffs should be used to build links between schools,
and Somali
families.
and Somali families.
and Somali families.
Low cost tutoring for parents who can’t afford private tuition for their children such as
Low cost tutoring for parents who can’t afford private tuition for their children such as
Low
tutoring for parents who can’t afford private tuition for their children such as
Best cost
Tutors.
Best Tutors.
Best Tutors.
2
2
2
Haweya Mousa
Haweya Mousa
Haweya Mousa
Chapter
1:
Chapter
Chapter 1:
1:
(i) Central aim
(i) Central aim
(i)
Central aim
The central aim of this
research is to identify the reasons why Somali pupils achieve
The central aim of this research is to identify the reasons why Somali pupils achieve
The central
of this research
is to identify
the reasons
why Somali
pupils pupils.
achieve
lower
gradesaim
in schools,
and to understand
the schooling
experiences
of Somali
lower grades in schools, and to understand the schooling experiences of Somali pupils.
lower grades in schools, and to understand the schooling experiences of Somali pupils.
The research aims to:
The research aims to:
Theresearch
aims
to:
Study the
achievements
of Somali pupils at GCSE level
 Study the achievements of Somali pupils at GCSE level
 Study
thereasons
achievements
of Somali pupils at
GCSE
level barriers faced by Somali
Identify
for underachievement,
and
the main
 Identify reasons for underachievement, and the main barriers faced by Somali
 pupils
Identify reasons for underachievement, and the main barriers faced by Somali
pupils
 pupils
Discover factors which contribute to the success of Somali pupils
 Discover factors which contribute to the success of Somali pupils
 Discover factors which contribute to the success of Somali pupils
The reason I chose this particular topic is because I’ve had a difficult experience at
The reason I chose this particular topic is because I’ve had a difficult experience at
The
reason
I chose
particular
topicthe
is war
because
had a difficult
experience
at
school.
I came
to the this
UK in
1990 when
startedI’ve
in Somalia
and I couldn’t
speak
school. I came to the UK in 1990 when the war started in Somalia and I couldn’t speak
school.
I came
to the at
UKall.
in When
1990 when
warmy
started
in Somalia
I couldn’t
speak
the English
language
I was the
doing
GCSE’s
I found itand
difficult
as I had
no
the English language at all. When I was doing my GCSE’s I found it difficult as I had no
the English
at all.
When
I was doing
my GCSE’s
I found
difficult
as Ino
had
no
support
withlanguage
my English
and
teachers
were not
supportive,
and itthere
were
after
support with my English and teachers were not supportive, and there were no after
support
with my
werewas
notilliterate
supportive,
and there
no after
school classes
at English
the time.and
My teachers
grandmother
and wasn’t
able were
to support
me
school classes at the time. My grandmother was illiterate and wasn’t able to support me
school
classes ator
thebe
time.
My grandmother
illiterate
and wasn’t
to support
meI
with
homework,
aware
of how I waswas
doing
in school.
I tookable
9 GCSEs
and
with homework, or be aware of how I was doing in school. I took 9 GCSEs and I
with homework,
of were
how mainly
I was D,
doing
tookmore
9 GCSEs
achieved
1 B andorC be
andaware
the rest
and in
E. school.
I feel if II had
supportand
fromI
achieved 1 B and C and the rest were mainly D, and E. I feel if I had more support from
achieved with
1 B my
andEnglish,
C and the
mainly
D, Iand
E. Ihave
feel gained
if I had better
more support
teachers
andrest
hadwere
private
tuition
would
grades. from
teachers with my English, and had private tuition I would have gained better grades.
teachers
with
my English,
andthis
hadtopic
private
I would have
gained
grades.
I am quite
passionate
about
as Ituition
feel education
is the
key tobetter
success,
and so I
I am quite passionate about this topic as I feel education is the key to success, and so I
I am to
quite
about
this topic
as I feel
education
is the key
success,
andmain
so I
want
findpassionate
out if Somali
pupils
are doing
better
than before,
andtowhat
are the
want to find out if Somali pupils are doing better than before, and what are the main
want to for
findtheir
out ifunderachieving
Somali pupils in
are
doing better
the main
barriers
schools.
I alsothan
wantbefore,
to findand
out what
ways are
of improving
barriers for their underachieving in schools. I also want to find out ways of improving
barriers for
for Somali
their underachieving
in schools.
I also
outago.
ways of improving
support
pupils facing similar
problems
as I want
facedto12find
years
support for Somali pupils facing similar problems as I faced 12 years ago.
support for Somali pupils facing similar problems as I faced 12 years ago.
ii) The purpose of your research
ii) The purpose of your research
ii)
The purpose of your research
The purpose of my research is to find out the barriers for underachievement in schools,
The purpose of my research is to find out the barriers for underachievement in schools,
The
purpose
of mycan
research
is to find
outtothe
for support
underachievement
in schools,
so that
something
be changed.
Also
findbarriers
out which
do Somali pupils
need
so that something can be changed. Also to find out which support do Somali pupils need
so
can be changed.toAlso
to findand
out local
whichcommunities
support do Somali
pupils
need
andthat
to something
provide recommendation
schools
to give
improved
and to provide recommendation to schools and local communities to give improved
and to provide recommendation to schools and local communities to give improved
3
3
3
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
support to Somali children, especially to those who came into the system from Somalia
support to Somali children, especially to those who came into the system from Somalia
support
to Somali
children, especially
to those
came
into the
system
from Somalia
at late primary
or secondary
level who have
hadwho
a very
different
system
of education.
at late primary or secondary level who have had a very different system of education.
at late primary or secondary level who have had a very different system of education.
Education is important as unemployment is high in Somali communities in the UK.
Education is important as unemployment is high in Somali communities in the UK.
Education is important as unemployment is high in Somali communities in the UK.
(iii) Literature review
(iii) Literature review
(iii)
Literature review
Since the 1960’s there has
been a steady migration of Somalis to Britain, but large
Since the 1960’s there has been a steady migration of Somalis to Britain, but large
Since
thearrived
1960’s inthere
hasand
been
a steady
migration
of war
Somalis
to Britain,
but large
numbers
1980s
1990s
following
the civil
in Somalia.
Somalis
first
numbers arrived in 1980s and 1990s following the civil war in Somalia. Somalis first
th
numbers
arrived in
in the
1980s
following
the civil
warThe
in Somalia.
Somalis
first
century
(BBC link,
2010).
2001 census
records
came
to Britain
lateand
19 1990s
came to Britain in the late 19th
th century (BBC link, 2010). The 2001 census records
century
(BBC
link,UK
2010).
Thelargest
2001 concentration
census records
came
Britainborn
in the
late 19being
43,532topeople
in Somalia
resident
in the
with the
in
43,532 people born in Somalia being resident in the UK with the largest concentration in
43,532 people
born Birmingham,
in Somalia being
resident
in the UK
with the largest
in
London,
Sheffield,
Cardiff,
Liverpool,
Manchester,
Leedsconcentration
and Leicester.
London, Sheffield, Birmingham, Cardiff, Liverpool, Manchester, Leeds and Leicester.
London,
Birmingham,
Cardiff,
Liverpool,
Manchester,
However,Sheffield,
this is only
a percentage
of the
full Somali
populationLeeds
as it and
doesLeicester.
not take
However, this is only a percentage of the full Somali population as it does not take
However,UKthis
is children
only a percentage
of the full Somali population as it does not take
account
born
of Somali parents.
account UK born children of Somali parents.
account UK born children of Somali parents.
There is a very big gap in the educational system compared to other ethnic minorities.
There is a very big gap in the educational system compared to other ethnic minorities.
There
is a very
big of
gap
in the educational
system
compared
to otherwith
ethnic
The highest
levels
achievement
are those
of Asian
background,
the minorities.
first being
The highest levels of achievement are those of Asian background, with the first being
The highest
achievement
are those
Asian
background,
with theCaribbean’s
first being
Chinese,
andlevels
whiteofpupils.
The lower
groupsofare
mainly
Black Africans,
Chinese, and white pupils. The lower groups are mainly Black Africans, Caribbean’s
Chinese,
and white
pupils. (Demie
The lower
are mainly Black Africans, Caribbean’s
and
the lowest
as Somalis.
2006:groups
Diriye 2006)
and the lowest as Somalis. (Demie 2006: Diriye 2006)
and the lowest as Somalis. (Demie 2006: Diriye 2006)
From as early as 1997, there was more awareness about under-achieving Somalis in
From as early as 1997, there was more awareness about under-achieving Somalis in
From
as In
early
as just
1997,
waschild
moreout
awareness
aboutfive
under-achieving
schools.
1999,
onethere
Somali
of 330 gained
grades A*-C atSomalis
GCSE in
in
schools. In 1999, just one Somali child out of 330 gained five grades A*-C at GCSE in
schools.
In 1999,
one Somali
out of year,
330 gained
five grades
A*-C of
at GCSE
in
six London
local just
authorities.
In child
the same
the London
borough
Camden
six London local authorities. In the same year, the London borough of Camden
six
Londonresearch
local authorities.
thechildren
Londonattained
borough
Camden
undertook
that showedIn3.1the
persame
cent ofyear,
Somali
fiveofgrades
A*undertook research that showed 3.1 per cent of Somali children attained five grades A*undertook
thatwith
showed
3.1 cent
per cent
Somali in
children
attained
five (Jones
grades and
A*C at GCSE,research
compared
47.7 per
of allofchildren
that local
authority
C at GCSE, compared with 47.7 per cent of all children in that local authority (Jones and
C at2000).
GCSE, compared with 47.7 per cent of all children in that local authority (Jones and
Ali
Ali 2000).
Ali 2000).
Furthermore there has been more research and information generated that shows
Furthermore there has been more research and information generated that shows
Furthermore there has been more research and information generated that shows
concern:
concern:
concern:
4
4
4
Haweya Mousa
Haweya Mousa
Haweya Mousa
In 2003 Somali children secured GCSE results that were 11.6 per cent lower than their
In 2003 Somali children secured GCSE results that were 11.6 per cent lower than their
In
2003
Somali children
results
that were
11.6 per average.
cent lowerBut
than
their
local
authority
average secured
and 24GCSE
per cent
below
the national
GCSE
local authority average and 24 per cent below the national average. But GCSE
local authority
average
and 16
24 per
percent
cent
national
average.
But A*-C
GCSE
performance
ranged
between
of below
Somali the
students
securing
5 Grade
to
performance ranged between 16 per cent of Somali students securing 5 Grade A*-C to
performance
40 per cent. ranged between 16 per cent of Somali students securing 5 Grade A*-C to
40 per cent.
40 per cent.
In two local authorities, Somali students outperformed white students at GCSE in 2003,
In two local authorities, Somali students outperformed white students at GCSE in 2003,
In
two local
authorities,
Somali
students
studentsaverage.
at GCSE in 2003,
although
their
GCSE results
were
still 11 outperformed
per cent belowwhite
the national
although their GCSE results were still 11 per cent below the national average.
although their GCSE results were still 11 per cent below the national average.
At 14 years Somali children secured test results 18.2 per cent lower than the local
At 14 years Somali children secured test results 18.2 per cent lower than the local
At
14 years
Somali
childrenmathematics
secured testand
results
18.2 per cent lower than the local
authority
average
in English,
science.
authority average in English, mathematics and science.
authority average in English, mathematics and science.
At 11 years Somali children secured test results 23.3 per cent lower than their local
At 11 years Somali children secured test results 23.3 per cent lower than their local
At
11 years
Somali
children
results
perdifferent
cent lower
their local
authority
average,
again
there secured
was not atest
large
range23.3
across
localthan
authorities.
authority average, again there was not a large range across different local authorities.
authority average, again there was not a large range across different local authorities.
At seven years Somali children secured test results 20.7 per cent lower than their local
At seven years Somali children secured test results 20.7 per cent lower than their local
At
seven average.
years Somali children secured test results 20.7 per cent lower than their local
authority
authority average.
authority
In
the sixaverage.
local authorities Somali students were the lowest or second lowest achieving
In the six local authorities Somali students were the lowest or second lowest achieving
In the sixethnic
local group
authorities
Somali
students
were
lowest
or second
lowest
achieving
minority
in tests
at seven,
11, and
14the
in the
period
1999-2003,
although
not
minority ethnic group in tests at seven, 11, and 14 in the period 1999-2003, although not
minority
at GCSE.ethnic group in tests at seven, 11, and 14 in the period 1999-2003, although not
at GCSE.
at GCSE.
The author (Rutter 2004) states that there is more evidence in Lambeth
The author (Rutter 2004) states that there is more evidence in Lambeth
The
author
(Rutter 2004)
states that there ofis Somali
more evidence
Lambeth
pattern
of continuous
underachievement
children incompared
pattern of continuous underachievement of Somali children compared
pattern
continuous
of Somali
childrenIndians,
compared
authorityof(LA)
average underachievement
of white British, African,
Caribbean,
and
authority (LA) average of white British, African, Caribbean, Indians, and
authority
(LA) average
British,
Caribbean,
minority groups"
(Demieofet white
al 2006).
The African,
GCSE trend
data in Indians,
a numberand
of
minority groups" (Demie et al 2006). The GCSE trend data in a number of
minority
groups"
(Demie
et al
2006).
GCSE
trendgroup
data (Rutter,
in a number
also indicates
Somali
pupils
were
the The
lowest
attaining
2004)of
also indicates Somali pupils were the lowest attaining group (Rutter, 2004)
also indicates Somali pupils were the lowest attaining group (Rutter, 2004)
showing " a
showing " a
showing
" a
to
the local
to the local
to
theethnic
local
other
other ethnic
other ethnic
London
LAS
London LAS
London LAS
From previous research, there is evidence that Somali's under-achievement comes
From previous research, there is evidence that Somali's under-achievement comes
From
previous
research, thereof is
Somali's
under-achievement
comes
down to
lack of understanding
UKevidence
educationthat
system,
over-crowding,
their parents
not
down to lack of understanding of UK education system, over-crowding, their parents not
down
lack of understanding
UK education
system,
their parents
havingtoeducation
in school inofSomalia,
and the
kids over-crowding,
themselves arriving
with nonot
or
having education in school in Somalia, and the kids themselves arriving with no or
having education,
education in
schoolemotional
in Somalia,
and the
themselves
with nowar,
or
limited
severe
problems
andkids
trauma
due to arriving
the on-going
limited education, severe emotional problems and trauma due to the on-going war,
limited
severe
emotional(due
problems
and traumaof due
to thefactors),
on-going
war,
bullying,education,
lower rates
of attendance
to a combination
all these
poverty
bullying, lower rates of attendance (due to a combination of all these factors), poverty
bullying, lower rates of attendance (due to a combination of all these factors), poverty
5
5
5
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
and lack of good communication between the school and their parents. (Jones and Ali,
and lack of good communication between the school and their parents. (Jones and Ali,
and lack of good communication between the school and their parents. (Jones and Ali,
2000).
2000).
2000).
Newly arrived children can find themselves isolated because they
Newly arrived children can find themselves isolated because they
Newly
arrived
children
can find with
themselves
language
and can't
communicate
the otherisolated
childrenbecause
and maythey
feel
language and can't communicate with the other children and may feel
language
and may
can'tnot
communicate
the other
children and may feel
outsiders and
fit in due to with
the different
system.
outsiders and may not fit in due to the different system.
outsiders and may not fit in due to the different system.
don't speak
don't speak
don't
speak
like they
are
like they are
like they are
the
the
the
the
the
the
One example can be because some of their parents/ carers can’t afford trips or activities
One example can be because some of their parents/ carers can’t afford trips or activities
One
example
can(Rutter,
be because
some of their parents/ carers can’t afford trips or activities
outside
schools.
2004).
outside schools. (Rutter, 2004).
outside schools. (Rutter, 2004).
Few children have access to computers or the internet at
Few children have access to computers or the internet at
Few
children who
haveworks
access
to advocate
computersforora Somali
the internet
at
representative
as an
women’s
representative who works as an advocate for a Somali women’s
representative
works
as an
advocate
for a Somali women’s
difficult; it is justwho
mum
at home
with
5 or 6 children.
difficult; it is just mum at home with 5 or 6 children.
difficult; it is just mum at home with 5 or 6 children.
home. A community
home. A community
home. stated
A community
group
that it is
group stated that it is
group stated that it is
A lot of Somali men are unable to provide for their children because they can't get jobs.
A lot of Somali men are unable to provide for their children because they can't get jobs.
A
lot affects
of Somali
unable to provide for their children because they can't get jobs.
This
the men
wholeare
family.
This affects the whole family.
This affects the whole family.
Khat is also an issue. It is a legal drug that can cause family breakdown. They get home
Khat is also an issue. It is a legal drug that can cause family breakdown. They get home
Khat
also
It is a legalcentre
drug that
can cause
breakdown.
TheyThey
get home
sick; is
they
goantoissue.
the community
to chat,
take itfamily
and then
get hooked.
look
sick; they go to the community centre to chat, take it and then get hooked. They look
sick;
they
community
centre
chat, all
take
it and
get all
hooked.
They have
look
normal
butgo
areto inthe
hell
inside. They
are toawake
night
andthen
in bed
day. Many
normal but are in hell inside. They are awake all night and in bed all day. Many have
normal
areproblems;
in hell inside.
all and
nightreclusive.
and in bed
all lose
day. Many
have
mental but
health
they They
mightare
be awake
shamed
They
their family
mental health problems; they might be shamed and reclusive. They lose their family
mental
problems; boys
they might
be 15
shamed
They lose their family
becausehealth
of it. Sometimes
of 14 and
take itand
(seereclusive.
Diriye2006).
because of it. Sometimes boys of 14 and 15 take it (see Diriye2006).
because of it. Sometimes boys of 14 and 15 take it (see Diriye2006).
Language issues present barriers to learning. The official language of education in the
Language issues present barriers to learning. The official language of education in the
Language
issues
present
barriersTherefore
to learning.
The official
language
of education
in the
schools here
in Britain
is English.
fluency
in English
is essential
to succeeding
schools here in Britain is English. Therefore fluency in English is essential to succeeding
schools
here inInBritain
is English.
Therefore
fluency ininEnglish
essential
to succeeding
in education.
this matter
the Somali
community
the UKis are
in a disadvantaged
in education. In this matter the Somali community in the UK are in a disadvantaged
in
education.
In this
theofSomali
in the
UK are
in aisdisadvantaged
position
compared
to matter
a number
former community
British colonies
where
English
the academic
position compared to a number of former British colonies where English is the academic
position
to a number
of former
colonies where
English is
thepolitics.
academic
languagecompared
and an official
language
used British
for administration,
business,
and
In
language and an official language used for administration, business, and politics. In
language
and
an official
language
used
for difficult
administration,
business,
and
In
Somalia the
language
used
is Somali,
so it’s
when Somalis
come
to politics.
the Britain
Somalia the language used is Somali, so it’s difficult when Somalis come to the Britain
Somalia
language
used islanguage.
Somali, so
it’s difficult
when are
Somalis
come
the Britain
and don’tthe
speak
the English
Therefore
parents
not able
to to
support
their
and don’t speak the English language. Therefore parents are not able to support their
and
don’twith
speak
the English
language.
parents
notItable
support their
children
homework.
Some
parents Therefore
do not know
how toare
help.
is thetolanguage
that
children with homework. Some parents do not know how to help. It is the language that
children with homework. Some parents do not know how to help. It is the language that
6
6
6
Haweya Mousa
Haweya Mousa
Haweya Mousa
is the issue; they might understand the maths but can’t explain it in English. They need
is the issue; they might understand the maths but can’t explain it in English. They need
is
thewith
issue;
might understand
theismaths
but can’t
explain
English.
help
thethey
language.
The school
the main
teacher.
Theit in
children
doThey
not need
have
help with the language. The school is the main teacher. The children do not have
help
with
the language.
Thedo
school
is the (Diriye
main teacher.
The children do not have
enough
language
and neither
the parents
2006)
enough language and neither do the parents (Diriye 2006)
enough
language and
neither do the
parents
Some community
representatives
feel
that as(Diriye
far as2006)
school expectations are concerned
Some community representatives feel that as far as school expectations are concerned
Some
representatives
feel thatSome
as far
asthat
school
are up
concerned
schoolscommunity
that have to
raise achievements.
feel
the expectations
teachers get fed
with the
schools that have to raise achievements. Some feel that the teachers get fed up with the
schools
thatyoung
have toSomalis
raise achievements.
Somebeing
feel that
theThey
teachers
fedtoup
with
the
issues that
present, language
one.
wouldget
like
see
more
issues that young Somalis present, language being one. They would like to see more
issues
Somalis
language
being one.
Theytogether.
would like to see more
Somali that
staff young
in schools,
and present,
the school
and community
working
Somali staff in schools, and the school and community working together.
Somali staff in schools, and the school and community working together.
A difficulty is that a numbers are qualified as teachers (from Somalia) but their
A difficulty is that a numbers are qualified as teachers (from Somalia) but their
A
difficulty is
that accepted
a numbers
are to
qualified
teachers job.
(from
but totheir
qualification
is not
enough
work inas
a teaching
Yet Somalia)
there needs
be
qualification is not accepted enough to work in a teaching job. Yet there needs to be
qualification
not accepted
enoughtoto act
workasin role
a teaching
there needs
to be
more
Somaliis teachers
in schools
modelsjob.
to Yet
encourage
the young
more Somali teachers in schools to act as role models to encourage the young
more Somali
teachersteachers.
in schools
acta vicious
as rolecircle,
models
encourage
the toyoung
generation
to become
Alsoto
“it is
theytoneed
experience
work
generation to become teachers. Also “it is a vicious circle, they need experience to work
generation
become
teachers.
Also “it is a vicious circle, they need experience to work
but can’t gettothe
experience.”
(ibid.)
but can’t get the experience.” (ibid.)
but can’t get the experience.” (ibid.)
Community representative feel a summary of the main reasons for underachievement
Community representative feel a summary of the main reasons for underachievement
Community representative feel a summary of the main reasons for underachievement
are:
are:
are: The lack of English language acting as a barrier to learning.
 The lack of English language acting as a barrier to learning.
 The
of English
acting
ascommunity
a barrier tofor
learning.
The lack
general
lack of language
role models
in the
young Somalis
 The general lack of role models in the community for young Somalis
The
general
lack of role
models
in the system.
community for young Somalis
 A
lack
of knowledge
about
the school
 A lack of knowledge about the school system.
 A
lackofofworking
knowledge
aboutbetween
the school
Lack
together
the system.
school and community.
 Lack of working together between the school and community.
 Lack of working together between the school and community.


Further Social Issues for the Somali Community
Further Social Issues for the Somali Community
Further
Social Issues for the Somali Community
The Somali community is very tight. There is little mixing amongst the community. Often
The Somali community is very tight. There is little mixing amongst the community. Often
The can
Somali
verybut
tight.
mixing
amongst the
community.
Often
this
be acommunity
way to getisjobs
it is There
not in is
thelittle
Somali
community.
Studies
conducted
in
this can be a way to get jobs but it is not in the Somali community. Studies conducted in
this 1990s
can bestate
a waythat
to get
jobs but it is rates
not in between
the Somali
in
the
unemployment
70community.
and 97 per Studies
cent for conducted
Somali men
the 1990s state that unemployment rates between 70 and 97 per cent for Somali men
the 1990s1991).
state that unemployment rates between 70 and 97 per cent for Somali men
(Ahmed,
(Ahmed, 1991).
(Ahmed, 1991).
Since then, there have been some changes with improved rates of employment
Since then, there have been some changes with improved rates of employment
Since then,
there
have
beenHowever
some changes
with believe
improved
employment
(although
lower
paid
jobs).
researchers
the rates
male ofunemployment
(although lower paid jobs). However researchers believe the male unemployment
(although lower paid jobs). However researchers believe the male unemployment
7
7
7
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
among Somalis is probably in excess of 75 per cent. In the 2001 census, just 13.8 per
among Somalis is probably in excess of 75 per cent. In the 2001 census, just 13.8 per
among
Somalis
is probably
excess of 75 per cent. In the 2001 census, just 13.8 per
cent
of adult
Somalis
were ininemployment.
cent of adult Somalis were in employment.
cent
adultgovernor
Somalis were
in employment.
One of
school
commented:
parents come to the UK thinking that they will have a
One school governor commented: parents come to the UK thinking that they will have a
One
governor
parents
come they
to thedon’t
UK thinking
that they
a
betterschool
life. With
a lackcommented:
of education
in Somalia
believe they
can will
do ithave
here.
better life. With a lack of education in Somalia they don’t believe they can do it here.
better
life. With
a lack
of education
Somaliaback
theyhome
don’t makes
believethem
they hopeless.
can do it here.
Many lose
interest
in education;
the in
situation
They
Many lose interest in education; the situation back home makes them hopeless. They
Many
in education;
thesecurity
situation
back
makes(ibid.)
them hopeless. They
cannotlose
workinterest
here. They
can only do
jobs
andhome
bus driving.
cannot work here. They can only do security jobs and bus driving. (ibid.)
cannot work here. They can only do security jobs and bus driving. (ibid.)
(iv) Methodology
(iv) Methodology
(iv)
Methodology
The methods used for my research
were questionnaires and interviews. The reason I
The methods used for my research were questionnaires and interviews. The reason I
The
methods
used for myis research
and get
interviews.
reasonofI
chose
a questionnaire
becausewere
it’s questionnaires
inexpensive, you
higher The
numbers
chose a questionnaire is because it’s inexpensive, you get higher numbers of
chose a questionnaire
is because
get The
higher
numbers
respondents
than other methods,
and it’s
caninexpensive,
be easier to you
analyse.
other
methodofI
respondents than other methods, and can be easier to analyse. The other method I
respondents
than other
methods,
can be
to analyse.
The
method
chose was interviews
because
you and
can gain
a loteasier
of information
from
theother
pupils,
and it’sI
chose was interviews because you can gain a lot of information from the pupils, and it’s
chose
was interviews
gain
a lot of information
fromme
thetopupils,
it’s
inexpensive
and easybecause
to carryyou
out.can
The
interviews
also allowed
get inand
depth
inexpensive and easy to carry out. The interviews also allowed me to get in depth
inexpensive
and easy
to carry out.
interviews
also
allowed me to get in depth
insights into school
performances
and The
develop
into case
studies.
insights into school performances and develop into case studies.
insights into school performances and develop into case studies.
The difficulties I faced in carrying out the questionnaire were to get the pupils to fill out
The difficulties I faced in carrying out the questionnaire were to get the pupils to fill out
The
difficulties
I facedpupils
in carrying
out the questionnaire
were to get the pupils to fill out
the surveys
as some
felt embarrassed
in taking part.
the surveys as some pupils felt embarrassed in taking part.
the surveys as some pupils felt embarrassed in taking part.
The interviews were successful as I interviewed 2 pupils and this gave me the
The interviews were successful as I interviewed 2 pupils and this gave me the
The
interviews
as I interviewed
opportunity
to seewere
how successful
they were performing
at school.2 pupils and this gave me the
opportunity to see how they were performing at school.
opportunity to see how they were performing at school.
I did not use focus groups as I felt the pupils might not feel comfortable in answering
I did not use focus groups as I felt the pupils might not feel comfortable in answering
Iquestions
did not use
focus and
groups
as I of
feltother
the pupils
comfortable
in answering
in public
in front
pupils.might
They not
alsofeel
might
feel embarrassed
and
questions in public and in front of other pupils. They also might feel embarrassed and
questions
in their
front performance
of other pupils.
They also might feel embarrassed and
not honestin
in public
talkingand
about
in school.
not honest in talking about their performance in school.
not honest in talking about their performance in school.
This research is a mixture of qualitative and quantitative methods. The interviews were
This research is a mixture of qualitative and quantitative methods. The interviews were
This
research
is was
a mixture
of try
qualitative
and
quantitative
methods.
The interviews
were
qualitative
- this
used to
and really
understand
what
young people
go through
at
qualitative - this was used to try and really understand what young people go through at
qualitative
- this
was used
to key
try and
understand
what young
go through
at
school
(going
deeper
- they
ideareally
of qualitative
research).
The people
questionnaires
were
school (going deeper - they key idea of qualitative research). The questionnaires were
school
(going
deeper -research
they key- idea
research).
The of
questionnaires
part
of the
quantitative
they of
keyqualitative
idea was to
get statistics
the pupils. were
part of the quantitative research - they key idea was to get statistics of the pupils.
part of the quantitative research - they key idea was to get statistics of the pupils.
8
8
8
Haweya Mousa
Haweya Mousa
Haweya Mousa
(v) Ethical considerations
(v) Ethical considerations
(v)
Ethical considerations
The ethical considerations I took when carrying out my research were:
The ethical considerations I took when carrying out my research were:
Theethical
considerations
I took
when
out were
my research
Confidentiality
of the
pupils
so carrying
no names
requiredwere:
for the questionnaires
 Confidentiality of the pupils so no names were required for the questionnaires
 Confidentiality
the pupils were
so noassured
names ofwere
requiredThere
for the
and interviews.ofParticipants
anonymity.
arequestionnaires
no names on
and interviews. Participants were assured of anonymity. There are no names on
and
interviews.
the case
studies.Participants were assured of anonymity. There are no names on
the case studies.
case studies.
 the
Explaining
to the pupils what the research is about, and asking the pupils and
 Explaining to the pupils what the research is about, and asking the pupils and
 Explaining
to consent
the pupils
the research
about, and asking the pupils and
their parent’s
for what
the interviews
to beisheld.
their parent’s consent for the interviews to be held.
parent’s
consent
for the interviews
be held.
 their
Asking
parents
and teachers
consent to
before
filling out the questionnaires and
 Asking parents and teachers consent before filling out the questionnaires and
 Asking
parents
and teachers consent before filling out the questionnaires and
doing the
interviews.
doing the interviews.
doing the interviews.
9
9
9
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Chapter
2:
Research
findings
Chapter
2:
Research
findings
Chapter
2:
Research
findings
The main findings from the research suggest that Somali pupils are underachieving in
The main findings from the research suggest that Somali pupils are underachieving in
The
mainand
findings
fromform
the research
Somali
pupils
are underachieving
in
schools,
they also
one of thesuggest
fastest that
growing
ethnic
groups
in London. I have
schools, and they also form one of the fastest growing ethnic groups in London. I have
schools,out
and
also and
formcarried
one ofout
thetwo
fastest
growing ethnic groups in London. I have
carried
20they
surveys,
interviews.
carried out 20 surveys, and carried out two interviews.
carried out 20 surveys, and carried out two interviews.
I found that the 40 percentage of Somali pupils are achieving (A.C) grades, and these
I found that the 40 percentage of Somali pupils are achieving (A.C) grades, and these
Ipupils
foundare
that
the 40
percentage
of Somali
pupils
aretheir
achieving
grades,
these
mainly
girls,
and are getting
support
from
parents(A.C)
e.g. by
payingand
a private
pupils are mainly girls, and are getting support from their parents e.g. by paying a private
pupils
mainlytutors,
girls, and
getting support
theirtheir
parents
e.g. by paying
a private
tuition are
at best
and are
encouraging
themfrom
to do
homework.
The other
60
tuition at best tutors, and encouraging them to do their homework. The other 60
tuition
at best
and encouraging
to do theirand
homework.
Thetoother
percentage
of tutors,
the Somali
pupils were them
not achieving
this is due
lack 60
of
percentage of the Somali pupils were not achieving and this is due to lack of
percentage
thetoSomali
pupils house,
were not
and
this is due
to to
lack
of
concentrationofdue
over crowded
andachieving
parents not
encouraging
them
study
concentration due to over crowded house, and parents not encouraging them to study
concentration
due to over crowded house, and parents not encouraging them to study
and do their homework.
and do their homework.
and do their homework.
I also visited a private tuition centre where Somali pupils do get extra support from
I also visited a private tuition centre where Somali pupils do get extra support from
Ibilingual
also visited
a private
tuition
where
Somali
get Somali
extra support
from
teachers.
I was
quitecentre
surprised
at how
wellpupils
some do
of the
pupils were
bilingual teachers. I was quite surprised at how well some of the Somali pupils were
bilingual
teachers.
quite
surprised
how wellA-C
some
of the Somali pupils were
doing in Best
Tutors Iaswas
some
of them
wereat
achieving
grades.
doing in Best Tutors as some of them were achieving A-C grades.
doing in Best Tutors as some of them were achieving A-C grades.
I also carried out two interviews, and developed into case studies.
I also carried out two interviews, and developed into case studies.
IPupil
also carried
interviews,
and developed
intoand
case
A said out
theytwo
are
underachieving
in school
it’sstudies.
due to lack of support, and
Pupil A said they are underachieving in school and it’s due to lack of support, and
Pupil
A not
saidpushing
they are
in said
school
it’slike
duemore
to lack
support,
and
parents
herunderachieving
enough. She also
sheand
would
afterof
school
classes,
parents not pushing her enough. She also said she would like more after school classes,
parents
pushingpaying
her enough.
also tuition
said shetowould
like more
schoolShe
classes,
and hernot
parents
for a She
private
achieve
betterafter
grades.
also
and her parents paying for a private tuition to achieve better grades. She also
and
her parents
paying
for other
a private
tuition
to achieve
better
grades.
She know
also
recommended
of ways
to help
children
in future
by educating
parents
so they
recommended of ways to help other children in future by educating parents so they know
recommended
ways
to helpand
other
children
in future
by educating
parents so they know
how to support of
their
children,
holding
meetings
within
the school.
how to support their children, and holding meetings within the school.
how to support their children, and holding meetings within the school.
Pupil B said he’s achieving his target grades which are mainly C.
Pupil B said he’s achieving his target grades which are mainly C.
Pupil
said he’s achieving
his feels
targetsupported
grades which
areeducation
mainly C. by teachers, and after
He isBachieving
because he
in his
He is achieving because he feels supported in his education by teachers, and after
He
is achieving
because
he feels
supported
in his Best
education
teachers,
after
school
classes. He
also attends
private
tuition called
Tutors by
tuition
once aand
week
for
school classes. He also attends private tuition called Best Tutors tuition once a week for
schoolsupport.
classes.He
Herecommends
also attends that
private
tuitionneed
called
tuition once
weekgive
for
extra
parents
to Best
push Tutors
their children
more,a and
extra support. He recommends that parents need to push their children more, and give
extra rewards
support. when
He recommends
parents need
to push
their within
children
and
give
them
they do theirthat
homework,
and doing
projects
themore,
school
to help
them rewards when they do their homework, and doing projects within the school to help
them
rewards
Somali
pupils. when they do their homework, and doing projects within the school to help
Somali pupils.
Somali pupils.
10
10
10
Haweya Mousa
Haweya Mousa
Haweya Mousa
Further Responses from my research
Further Responses from my research
Further Responses from my research
1. Are you male or female?
1. Are you male or female?
you male
or female?
From1.theAre
graph,
it is clear
that 20% were boys, 80% girls.
From the graph, it is clear that 20% were boys, 80% girls.
From the graph, it is clear that 20% were boys, 80% girls.
2. How old are you?
2. How old are you?
2.60%
How
old are
you?
were
12-17,
the other 40% 18+.
60% were 12-17, the other 40% 18+.
60% were 12-17, the other 40% 18+.
3. Were you born in the UK?
3. Were you born in the UK?
3.65%
Were
youand
born
in the
UK?
were
35%
were
either born in Somali or Europe.
65% were and 35% were either born in Somali or Europe.
65% were and 35% were either born in Somali or Europe.
11
11
11
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
4. Were your parents born in the UK?
4. Were your parents born in the UK?
4.100%
Wereofyour
born
in the
UK?
theirparents
parents
were
born
outside of the UK (mainly Somalia).
100% of their parents were born outside of the UK (mainly Somalia).
100% of their parents were born outside of the UK (mainly Somalia).
5. Do your parents support you with your schooling?
5. Do your parents support you with your schooling?
5.60%
Do your
parents
you withmore
your schooling?
did but
thissupport
was actually
from private tuition rather than the
60% did but this was actually more from private tuition rather than the
60%
diddirectly.
but this40%
was
actuallynomore
from
tuition rather than the
parents
received
support
at private
all.
parents directly. 40% received no support at all.
parents directly. 40% received no support at all.
6. Do you think you’re achieving or under achieving in school?
6. Do you think you’re achieving or under achieving in school?
6.40%
Do felt
you think
achieving orwhich
underis
achieving
in school? 40% were worried
they you’re
were achieving
very promising;
40% felt they were achieving which is very promising; 40% were worried
40%
felt they
were achieving
which
is very promising; 40% were worried
they were
not getting
the predicted
grades.
they were not getting the predicted grades.
they were not getting the predicted grades.
7. On average what grades are you achieving in school? (A-B/ C-D/E-G)
7. On average what grades are you achieving in school? (A-B/ C-D/E-G)
7.I asked
On average
whatwere
grades
are you40%
achieving
school?
C-D/E-G)
what they
achieving,
were Ainto
C and (A-B/
the rest
below this.
I asked what they were achieving, 40% were A to C and the rest below this.
I asked what they were achieving, 40% were A to C and the rest below this.
8. If under achieving why do you think you’re under achieving? No after school
8. If under achieving why do you think you’re under achieving? No after school
8. If
under teachers
achievingnot
why
do you think
you’re under
achieving?
No after school
support/
supporting
you/ parents
not supporting
you?
support/ teachers not supporting you/ parents not supporting you?
support/ teachers
not supporting
you/ parents
notdid
supporting
Interestingly,
the pupils
found their
teachers
supportyou?
them and were
Interestingly, the pupils found their teachers did support them and were
Interestingly,
thetypes
pupils
found their
teachers
did supportprivate
them tutors
and were
accessing other
of private
support,
e.g. after-school
but
accessing other types of private support, e.g. after-school private tutors but
accessing
types of
private
support,
e.g.atafter-school
private tutors but
parents
notother
supporting
them
were
very high
60%.
parents not supporting them were very high at 60%.
parents not supporting them were very high at 60%.
9. Have you ever been bullied in school? Yes/ no
9. Have you ever been bullied in school? Yes/ no
9.Only
Have
youorever
bullied
in school?
Yes/ no
one
twobeen
pupils
admitted
bullying/
name-calling. I wondered if this
Only one or two pupils admitted bullying/ name-calling. I wondered if this
Only
one or two
admitted
bullying/
name-calling.
I wondered if this
was because
theypupils
were kids
and were
ashamed
to admit this.
was because they were kids and were ashamed to admit this.
was because they were kids and were ashamed to admit this.
12
12
12
Haweya Mousa
Haweya Mousa
Haweya Mousa
Chapter
3:
Discussion
Chapter
3:
Chapter 3: Discussion
Discussion
The central aim of this research was to identify the reasons why Somali pupils achieve
The central aim of this research was to identify the reasons why Somali pupils achieve
The
of this research
was to identify
reasons
why Somaliofpupils
achieve
lowercentral
gradesaim
in schools,
and to understand
the the
schooling
experiences
Somali
pupils.
lower grades in schools, and to understand the schooling experiences of Somali pupils.
lower grades in schools, and to understand the schooling experiences of Somali pupils.
The research aims to:
The research aims to:
Theresearch
aims
to:
Study the
achievements
of Somali pupils at GCSE level
 Study the achievements of Somali pupils at GCSE level
thereasons
achievements
of Somali pupilsand
at GCSE
level
 Study
Identify
for underachievement,
the main
barriers faced by Somali
 Identify reasons for underachievement, and the main barriers faced by Somali
 pupils
Identify reasons for underachievement, and the main barriers faced by Somali
pupils
 pupils
Discover factors which contribute to the success of Somali pupils
 Discover factors which contribute to the success of Somali pupils
 Discover factors which contribute to the success of Somali pupils
My research has confirmed that many Somali pupils are underachieving in schools, and
My research has confirmed that many Somali pupils are underachieving in schools, and
My research
confirmed
that many
Somali
pupilsof
are
underachieving
in schools,
and
that
the mainhas
issue
is the language
barrier
as some
the
pupils I interviewed
were not
that the main issue is the language barrier as some of the pupils I interviewed were not
that the
main
issue is the language barrier as some of the pupils I interviewed were not
born
in the
UK.
born in the UK.
born in the UK.
Also the other main issue is parents not speaking the English language, and not being
Also the other main issue is parents not speaking the English language, and not being
Also to
thesupport
other main
is parents
not speaking
the English
language,
being
able
their issue
children’s
education
which supports
the points
madeand
by not
Jill Rutter.
able to support their children’s education which supports the points made by Jill Rutter.
able
support
children’s
education
which
thewith
points
made byand
Jill Rutter.
Fromtothe
graph their
the top
issues were
parents
not supports
supporting
homework,
no after
From the graph the top issues were parents not supporting with homework, and no after
From
graph the top issues were parents not supporting with homework, and no after
schoolthe
support.
school support.
school support.
However from the graph there were 40% of the Somali pupils achieving A-C grades and
However from the graph there were 40% of the Somali pupils achieving A-C grades and
However
graph
there
were
40% of
A-C grades
this due tofrom
the the
extra
support
they
receive
at the
BestSomali
Tutorspupils
whereachieving
they get private
tuitionand
this due to the extra support they receive at Best Tutors where they get private tuition
this
thehomework.
extra support they receive at Best Tutors where they get private tuition
and due
helptowith
and help with homework.
and help with homework.
This means that extra tutoring is working, and should be provided at lower cost as some
This means that extra tutoring is working, and should be provided at lower cost as some
This
means
extra
tutoring
is working,
should be provided at lower cost as some
parents
can’tthat
afford
private
tuition
for their and
children.
parents can’t afford private tuition for their children.
parents can’t afford private tuition for their children.
One of the main reasons for Somali pupil’s underachievement identified from the case
One of the main reasons for Somali pupil’s underachievement identified from the case
One
thequestionnaire
main reasonsisforthe
Somali
pupil’s
underachievement
identified
the case
studyofand
language
barriers
and parents not
being tofrom
support
their
study and questionnaire is the language barriers and parents not being to support their
study
and education,
questionnaire
the language
and parents
beingeducation
to support
their
children’s
andisparental
lack ofbarriers
understanding
of thenot
British
system.
children’s education, and parental lack of understanding of the British education system.
children’s education, and parental lack of understanding of the British education system.
13
13
13
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
It’s also due to poor housing, overcrowding and disruption or non-existent prior to
It’s also due to poor housing, overcrowding and disruption or non-existent prior to
It’s
also due
to poor
housing, review).
overcrowding and disruption or non-existent prior to
education
(from
the literature
education (from the literature review).
education (from the literature review).
My research shows that the pupils were doing quite well with after-school support and
My research shows that the pupils were doing quite well with after-school support and
My
research
thenot
pupils
were doing
after-school support and
private
tuitionshows
but forthat
those
accessing
this, quite
this iswell
not with
the case.
private tuition but for those not accessing this, this is not the case.
private tuition but for those not accessing this, this is not the case.
From my literature review and personal experience, it is still clear to me that the Somali
From my literature review and personal experience, it is still clear to me that the Somali
From
review
and
personalinexperience,
pupilsmy
canliterature
still be the
lowest
achieving
schools. it is still clear to me that the Somali
pupils can still be the lowest achieving in schools.
pupils can still be the lowest achieving in schools.
As Rutter's states (2004), there is a big difference from their peers. The gap increases at
As Rutter's states (2004), there is a big difference from their peers. The gap increases at
As Rutter's
states (2004),
there is aeducation.
big difference from their peers. The gap increases at
the
end of primary
and secondary
the end of primary and secondary education.
the end of primary and secondary education.
There may be a lot of research on this and interest but the situation is not changing as
There may be a lot of research on this and interest but the situation is not changing as
There
be a lot of research on this and interest but the situation is not changing as
fast
asmay
it could.
fast as it could.
fast as it could.
14
14
14
Haweya Mousa
Haweya Mousa
Haweya Mousa
Chapter
4
Chapter
Chapter 4
4
(i) Conclusions
(i) Conclusions
(i) Conclusions
The aim of the research was to:
The aim of the research was to:
TheaimStudy
of thethe
research
was to: of Somali pupils at GCSE level
achievements
 Study the achievements of Somali pupils at GCSE level
 Study
achievements
of Somali pupilsand
at GCSE
level
Identifythe
reasons
for underachievement,
the main
barriers faced by Somali
 Identify reasons for underachievement, and the main barriers faced by Somali
 Identify
pupils reasons for underachievement, and the main barriers faced by Somali
pupils
 pupils
Discover factors which contribute to the success of Somali pupils.
 Discover factors which contribute to the success of Somali pupils.
 Discover factors which contribute to the success of Somali pupils.
The findings from the questionnaire, interviews and literature review show that Somali
The findings from the questionnaire, interviews and literature review show that Somali
The findings
from the questionnaire,
andthe
literature
show
that Somali
pupils
are underachieving
in schools,interviews
and they are
lowest review
achieving
groups
in
pupils are underachieving in schools, and they are the lowest achieving groups in
pupils
are underachieving in schools, and they are the lowest achieving groups in
schools.
schools.
schools.
One of the main reasons for Somali pupil’s underachievement is the language barrier,
One of the main reasons for Somali pupil’s underachievement is the language barrier,
One
of the main
reasons
fortoSomali
pupil’s
underachievement
is the language barrier,
and parents
not being
able
support
their children’s
education.
and parents not being able to support their children’s education.
and parents not being able to support their children’s education.
It is clear that Somali pupils form an underperforming group at each stage of the national
It is clear that Somali pupils form an underperforming group at each stage of the national
It is clear that
pupils
form
an underperforming
at each
of the national
curriculum
andSomali
at GCSE
level.
Their
outcomes at eachgroup
key stage
arestage
considerably
below
curriculum and at GCSE level. Their outcomes at each key stage are considerably below
curriculum
and at
level.
Theirthe
outcomes
those
achieved
byGCSE
all pupils
across
LAS. at each key stage are considerably below
those achieved by all pupils across the LAS.
those research
achievedneeds
by all pupils
across out
the for
LAS.
More
to be carried
the future.
More research needs to be carried out for the future.
More research needs to be carried out for the future.
(ii) Recommendations
(ii) Recommendations
(ii)
Recommendations
To help raise the achievement of Somali pupils, schools, policy makers, should provide:
To help raise the achievement of Somali pupils, schools, policy makers, should provide:
To help raise the achievement of Somali pupils, schools, policy makers, should provide:









After school classes for underachieving pupils
After school classes for underachieving pupils
After school
classes
for for
underachieving
pupils
Extra
weekend
classes
pupils who are
underachieving.
Extra weekend classes for pupils who are underachieving.
Extra
weekend
pupils
who are
underachieving.
ICT
clubs
whereclasses
Somali for
pupils
develop
their
IT skills.
ICT clubs where Somali pupils develop their IT skills.
ICT clubs
where
develop
theirschool.
IT skills.
Extra
English
andSomali
mathspupils
classes
held after
Extra English and maths classes held after school.
Extra English and maths classes held after school.
15
15
15
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?















A range of strategies is used to improve the English language skills of pupils at
A range of strategies is used to improve the English language skills of pupils at
A
range of
strategies is used to improve the English language skills of pupils at
Different
levels.
Different levels.
Different
levels. staffs should be used to build links between schools and Somali
Somali bilingual
Somali bilingual staffs should be used to build links between schools and Somali
Somali bilingual staffs should be used to build links between schools and Somali
families.
families.
families.
Teachers should concentrate on basic literacy, numeracy, and English with new
Teachers should concentrate on basic literacy, numeracy, and English with new
Teachers should concentrate on basic literacy, numeracy, and English with new
arrivals.
arrivals.
arrivals.
The LEA should provide grants to fund home tutors for underachieving pupils and
The LEA should provide grants to fund home tutors for underachieving pupils and
The LEA
should provide grants to fund home tutors for underachieving pupils and
new
arrivals.
new arrivals.
new
Also arrivals.
another recommendation is setting up low cost tutoring for parents who can’t
Also another recommendation is setting up low cost tutoring for parents who can’t
Also
is setting
upBest
low cost
tutoring for parents who can’t
affordanother
private recommendation
tuition for their children
such
Tutors.
afford private tuition for their children such Best Tutors.
afford private tuition for their children such Best Tutors.
(iii) The strengths and limitations of research
(iii) The strengths and limitations of research
(iii)
The strengths and limitations of research
The interviews worked well as I was able to interview 2 pupils to understand their
The interviews worked well as I was able to interview 2 pupils to understand their
The interviews
I was
able to
interview
2 pupils
to understand
theirduring
experiences
of worked
schools well
and as
what
support
they
received.
The challenges
I faced
experiences of schools and what support they received. The challenges I faced during
experiences
schools
what support they
Thepupils
challenges
I faced
my
research of
was
to get and
the questionnaire
filledreceived.
out by some
as they
felt during
my research was to get the questionnaire filled out by some pupils as they felt
my
research was
to getpart
the and
questionnaire
filledthem
out by
pupils
as they felt
embarrassed
in taking
I had to push
andsome
reward
them.
embarrassed in taking part and I had to push them and reward them.
embarrassed in taking part and I had to push them and reward them.
If I had more time I would have interviewed more pupils and visited schools, and
If I had more time I would have interviewed more pupils and visited schools, and
If I had moreparents
time I would
have interviewed
more
pupils
schools, and
interviewed
and teachers.
This would
have
givenand
mevisited
more information
and
interviewed parents and teachers. This would have given me more information and
interviewed
parents and
teachers.
would
have
given me more
and
different perspectives
from
differentThis
people
in the
communities.
I didinformation
visit the private
different perspectives from different people in the communities. I did visit the private
different
perspectives
from different
people
in the
communities.
I did
visit the
private
tuition centre
at Best Tutors
where the
Somali
pupils
do get extra
support
from
other
tuition centre at Best Tutors where the Somali pupils do get extra support from other
tuition
centre
at Best
where
Somali pupils
do get extra
support
otherwere
bilingual
teachers
butTutors
I wasn’t
able the
to interview
the teachers
at Best
Tutorsfrom
as they
bilingual teachers but I wasn’t able to interview the teachers at Best Tutors as they were
bilingual
teachers but I wasn’t able to interview the teachers at Best Tutors as they were
busy.
busy.
busy.
16
16
16
Haweya Mousa
Haweya Mousa
Haweya Mousa
Bibliography
Bibliography
Bibliography
Ahmed, I (1998) Feeling Exclusion? A Survey of the Somali Community in
Ahmed, I (1998) Feeling Exclusion? A Survey of the Somali Community in
Ahmed, I (1998)
Feeling Exclusion?
A Survey
of the
Somali Community in
Lewisham,
unpublished
report, London
Borough
of Lewisham
Lewisham, unpublished report, London Borough of Lewisham
Lewisham, unpublished report, London Borough of Lewisham
BBC "Immigration and emigration: South East Wales – Somali community". BBC.
BBC "Immigration and emigration: South East Wales – Somali community". BBC.
BBC "Immigration
and emigration:
South East Wales – Somali community". BBC.
February
2004. Retrieved
March 2012
February 2004. Retrieved March 2012
February 2004. Retrieved March 2012
Demie, F: Mclean c, Lewis, K. (2007). Raising achievements in Somali pupils:
Demie, F: Mclean c, Lewis, K. (2007). Raising achievements in Somali pupils:
Demie, responses
F: Mclean c,and
Lewis,
K. (2007).
Raisingand
achievements
in Somali
pupils:
school
challenges,
research
statistics unit,
London
Borough
school responses and challenges, research and statistics unit, London Borough
school
responses
of
Lambeth,
March.and challenges, research and statistics unit, London Borough
of Lambeth, March.
of Lambeth, March.
Jones, C and Ali, E. (2000) Meeting the educational needs of Somali pupils in
Jones, C and Ali, E. (2000) Meeting the educational needs of Somali pupils in
Jones, C schools,
and Ali, E.
(2000) borough
Meeting the
educational needs of Somali pupils in
Camden
London
of Camden.
Camden schools, London borough of Camden.
Camden schools, London borough of Camden.
Kahin, M (1997). Educating Somali children in Britain, Trentham Books, stoke on
Kahin, M (1997). Educating Somali children in Britain, Trentham Books, stoke on
Kahin,
M (1997).
Educating Somali children in Britain, Trentham Books, stoke on
Trent little,
KL (1948)
Trent little, KL (1948)
Trent little, KL (1948)
Rutter, J. (2004). Refugee communities in the UK: Somali children’s educational
Rutter, J. (2004). Refugee communities in the UK: Somali children’s educational
Rutter,
J. and
(2004).
communities in the UK: Somali children’s educational
progress
lifeRefugee
experiences.
progress and life experiences.
progress and life experiences.
17
17
17
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Why do Somali Pupils Achieve Lower Grades in School?
Appendices
Appendices
Appendices
Interview questions.
Interview questions.
Interview
1) Do questions.
you think you are achieving or under-achieving in school? Why?
1) Do you think you are achieving or under-achieving in school? Why?
1)
you are achieving
or under-achieving
school?
2) Do
Do you
you think
feel supported
in your educational?
By who,inand
how?Why?
2) Do you feel supported in your educational? By who, and how?
2) What
Do you
feelofsupported
in you
yourthink
educational?
Byyou
who,
how?
3)
type
support do
would help
doand
better
in school?
3) What type of support do you think would help you do better in school?
3) Do
What
type
of any
support
do you think would
help
better
in school?
4)
you
have
recommendations
of ways
toyou
helpdo
other
children
or young
4) Do you have any recommendations of ways to help other children or young
4) people
Do you in
have
recommendations of ways to help other children or young
the any
future?
people in the future?
people in the future?
Questionnaire:
Questionnaire:
Questionnaire:
1. Are you male or female? (Male female)
1. Are you male or female? (Male female)
Are old
youare
male
or female?
(Male female)
2.1.How
you?
(14- 15/ 16-17/18-19)
2. How old are you? (14- 15/ 16-17/18-19)
2.
are
you?
15/ 16-17/18-19)
3. How
Wereold
you
born
in (14the UK?
Yes/ no
3. Were you born in the UK? Yes/ no
3.
in the
UK?
no Yes / no
4. Were
Were you
yourborn
parents
born
in Yes/
the UK?
4. Were your parents born in the UK? Yes / no
4. Do
Were
your
parents
born inyou
thewith
UK?your
Yes schooling?
/ no
5.
your
parents
support
Yes/ no
5. Do your parents support you with your schooling? Yes/ no
5.
parents
support
you with
your schooling?
no Achieving/
6. Do
Do your
you think
you’re
achieving
or under
achieving inYes/
school?
6. Do you think you’re achieving or under achieving in school? Achieving/
6. Do
you think you’re achieving or under achieving in school? Achieving/
not
achieving
not achieving
not
achieving
7. On
average what grades are you achieving in school? (A-B/ C-D/E-G)
7. On average what grades are you achieving in school? (A-B/ C-D/E-G)
7. If
On
average
what grades
you
achieving
in school?
(A-B/ C-D/E-G)
8.
under
achieving
why doare
you
think
you’re under
achieving?
No after
8. If under achieving why do you think you’re under achieving? No after
8.
If under
achieving
why do
think you’re
achieving?
No after
school
support/
teachers
notyou
supporting
you/ under
parents
not supporting
you?
school support/ teachers not supporting you/ parents not supporting you?
school
not supporting
not supporting you?
9. Havesupport/
you everteachers
been bullied
in school? you/
Yes/ parents
no
9. Have you ever been bullied in school? Yes/ no
9. Have you ever been bullied in school? Yes/ no
18
18
18
©©
Africa
©
Africa
Africa
Educational
Educational
Educational
Trust
Trust
Trust
and
and
and
Evelyn
Evelyn
Evelyn
Oldfield
Oldfield
Oldfield
Unit,
Unit,
Unit,
2012
2012
2012
©©
Africa
©©
Africa
Africa
Africa
Educational
Educational
Educational
Educational
Trust
Trust
Trust
Trust
and
and
and
and
Evelyn
Evelyn
Evelyn
Evelyn
Oldfield
Oldfield
Oldfield
Unit,
Unit,
Unit,
Unit,
2012
2012
2012
2012