Education plays an important role in the successful settlement and life outcomes of young people from refugee backgrounds. Because of this, research into young people from refugee backgrounds in education systems tends to focus on examples of “good practice” in terms of how these young people experience education. Yet, examples of good practice commonly fail to take into account that schools are engaging in particular practices from very different contexts. This article contributes to the study of refugee education by drawing attention to the role that school contexts play in how different schools enact “good practice”. It presents data from a large multi-stage study which explored how the schooling experiences of students from refugee backgrounds are shaped by educational policies and school practices. By outlining case studies of seven schools, it highlights the impact of differing school contexts on how schools respond to the needs of students from refugee backgrounds. In this way, this article highlights that the notion of “good practice” within refugee-background education is always nuanced and contextual.

教育对于来自难民背景的年轻人的成功定居和生活成果起着重要作用。正因为如此，对教育系统中来自难民背景的年轻人的研究往往侧重于这些年轻人如何体验教育的“良好实践”的例子。然而，良好实践的例子通常没有考虑到学校正在从非常不同的环境中进行特定实践。本文通过提请注意学校环境在不同学校如何制定“良好做法”方面所扮演的角色，为难民教育的研究做出了贡献。它提供了一项大型多阶段研究的数据，该研究探讨了教育政策和学校实践如何影响难民背景学生的学校教育经历。通过概述七所学校的案例研究，它强调了不同的学校环境对学校如何回应难民背景学生的需求的影响。通过这种方式，本文强调难民背景教育中的“良好实践”概念始终是细微差别和因地制宜的。