New Country, New School: Recognizing and Supporting Afghan Families’ Cultural and Religious Practices in U.S. Schools

Abstract

This case occurs in a Midwestern community that has received Afghan individuals and families. It explores the experiences of an Afghan mother and two children as they transition into U.S.-based schooling culture and norms as the children start elementary school. The family initially had the help of a K–12 liaison from a community-based organization. The case explores the cultural and religious identities of the family and how one school leader struggles to offer a space that acknowledges, values, and respects their identities. This case informs school leaders on best welcoming practices for newcomer students and their families in schools and communities.