Index IntroductionLiterature ReviewEducational Challenges in CanadaOrigins of Restorative JusticeConclusionIn recent decades, approximately 35,000 Syrian refugees have been welcomed into Canada. As the refugee population grows, it becomes increasingly important to understand the factors that promote and support children's mental health before and after arrival and their academic performance. The experience of forced migration and armed conflict increases the likelihood of symptoms of psychological trauma and discrimination which inevitably impact academic abilities and outcomes. This document will determine whether children are forced to suffer these hardships that will hinder 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 flee hardship, global conflict or persecution to explore a safe haven in Canada. Public schools are readily available and sustain adequate resources to reduce risk for school-age Syrian refugees. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get Original Essay Introduction Approximately 58 million people were exiled from their homes and displaced within their country or around the world due to various conflicts. Faced with war and the resulting humanitarian crisis, moving was the only option to safeguard their lives. The number of displaced people globally is growing and has now probably exceeded 60 million. These refugees are exposed to multiple threats and need to be protected in various ways, which international conventions have explored in their consideration of the holistic refugee situation. International migration is a component that has symbolized global mobility for centuries and thousands of years and has become a priority for nation-states around the world. Governments are trying to establish and apply 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 spread a great deal of ethnic diversity where their education system plays a significant role in immigrants within this physically large country. The Canadian government has been resettling refugees in accordance with the United Nations Convention for many years. The government offers refugees 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 for both adults and children, dealing with issues related to acculturation and negotiating one's identity in a new cultural and linguistic landscape. The specific needs related to forced migration, particularly displacement, war, school disruption, work-related development and poverty, require an educational approach that goes beyond the involved focus of most modern classrooms to assist the basic human needs of students. It is essential that immigrant children have work and income equivalent to their educational achievement as adults and contribute to the sociocultural cohesion of their communities. The role of schools is to encourage this process and incorporate immigrant children through education. Literature Review Syrian refugees are exposed before migration to armed conflict, demolition fromtheir communities and post-migration stressors due to relocation and resettlement. These encounters have fractured the lives of refugees causing dramatic changes in their ecological systems (Stewart, 2011). According to available refugee data, one in ten adult refugees resettling in Europe, Australia and North America suffer from post-traumatic stress disorder, major depressive disorder (PTSD), one in twenty suffer from major depressive disorder, and one in twenty-five suffer from a of generalized anxiety. 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 among Syrian children as a central factor influencing on their post-migration resettlement (Hadfield et al. 2017). The union of pre-migration trauma and post-migration trauma needs to be highlighted due to internal and external behaviors related to psychological well-being issues and the importance of academic achievement (Hadfield et al. 2017). Over the long term, refugee mental health and discrimination outcomes develop dramatically during resettlement. As newcomers to Canada, most refugees arrive with hopes, dreams, rights, freedom, equality and multiculturalism. Refugees are many times more likely to experience distinct treatment, racism and violence when it comes to finding work, housing and approaches from law enforcement and immigration officials. These contacts with Canadian citizens have caused Syrian refugees to feel unsafe, unwelcome and become victims of hate crimes in Canada. Canada's discourses and social actions shape the context of welcoming refugee children and youth both at school and in their communities after settlement. Research findings suggest that there is a link between explicit and implicit discrimination and poor academic achievement. Refugee children attending schools encounter overt racism, peer abuse, bullying, and subtle forms of discrimination that jeopardize effective learning, the child's overall well-being, mental and physical health, and acculturation. Immigrant children reside in Canada to pursue education as a requirement for a successful future, achieving positive academic outcomes associated with excitement, while experiencing failures associated with crucial distress. With shame and a perceived sense of inability from teachers and peers, students sometimes felt that the amount of effort required for academic success exceeded their mental and physical capabilities, given the non-academic responsibilities they had in their lives (Hilario et al. 2018 ). Whether they actually happen or are perceived, racism and discrimination are an ongoing challenge for refugee students. A qualitative study conducted in Winnipeg reports that students talk about feeling unsafe on the streets, being persecuted for their skin color, their ethnicity, profiled by police, and mistreated by students, teachers, and administrators at their school (Stewart 2011). On behalf of teachers and community members who support the education of Syrian refugees, they believe that schools are not doing enough to reassure cultural understanding among students. Discrimination is expected to be a notable risk factor for school-aged Syrian refugees in Canada. An agreement signed by the United Nations Convention for the Protection of Refugees committed to supporting refugees who have experienced armed conflict and forced migration, which includes mitigating and challenging encounters of discrimination inCanadian company (Beiser and Hou 2017). CanadaRefugee children, youth and families value education highly. During refugee youth resettlement, young refugees identify education as a top priority and describe its potential to improve their lives (Stewart 2011). Refugees have thrived 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 significant service system that school-age refugees interact with and learn to navigate is school, which is something crucial, but fraught with challenges. To make school culturally safe, educators must create inclusivity, as schools represent a critically important transition period for refugee children, youth, and their families (Graham et al. 2016). Aspects that impact refugee students' academic outcomes are English language acquisition support, teacher preparation, and mental health to meet school-specific needs. If Canadian schools focused their resources on these three goals, they could improve the academic success of refugee youth. Language acquisition represents a difficult obstacle for refugees, as requiring basic language skills does not translate into academic language and literacy skills. Having poor English language skills can negatively affect a teacher's ability to assess refugee students' strengths and needs, requiring additional resources for translators (Skidmore 2016). Language acquisition resources are very limited and do not meet the growing demand of high-needs students requiring educational assessments. Teachers in Canadian society need more 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 inclusive education practices for refugee students. One of the potentially most effective and efficient ways to provide access to mental health services and support to refugee children and young people is through school. Many school counselors are generally not trained to deal with complex trauma resulting from armed conflict and forced migration (Stewart 2011). This will give school counselors the benefit of increasing their knowledge of the global, social and political contexts of war and the effects on the psychological well-being of children and young people, as well as the economic and political factors affecting refugees and their experiences. in Canada (Stewart 2014). These trauma-informed care and empirically based therapeutic interventions could increase their effectiveness in working with refugee children and youth. Promoting the well-being of refugee adolescents is useful in peer relationships. Social change and self-esteem are anticipated by the nature of friendship bonds. Young people in exile may experience problems forming friendship bonds due to issues with psychological well-being, social disability, bigotry, sociolinguistic problems and rejection. Many refugees' peers mistreat them due to their racialized or minimized status in the resettlement nation, resulting in low levels of self-esteem. 20% of bullying and victimization can be reduced by introducing hostile bullying interventions at school that are scaled up and include parent conferences, playground supervision and strict disciplinary techniques. Be culturally relevant, counter the.