Embedded Files
ACTIVE GRANTS
ACTIVE GRANTS
Refugee School Impact (RSI) Program
Refugee School Impact (RSI) Program
The Refugee School Impact Program supports refugee students and families as they adjust to life in a new school system. Funded by the Wisconsin Department of Children & Families, RSI helps children ages 5–18 strengthen their academic skills, build confidence, and feel a sense of belonging in their schools.
What RSI Offers:
Language and culturally responsive learning materials
Translation and interpretation for school activities and meetings
Tutoring during and after school, including weekends and online support
Cultural and school orientation for students and parents
Mentoring and programs that help students adjust socially and emotionally
Academic support focused on improving grades, completing homework, and preparing for graduation
Where it’s available:
RSI services are provided in regions across Wisconsin with strong refugee communities — including Milwaukee, Madison, Green Bay, the Fox Valley, and Sheboygan.
Refugee Youth Mentor (RYM) Program
Refugee Youth Mentor (RYM) Program
The Refugee Youth Mentor Program, established in 2018–19 and funded by the Wisconsin Department of Children & Families and Oshkosh Area United Way, connects students with mentors who help them succeed in school and plan for their futures — all while celebrating their culture and identity.
Who We Serve:
RYM I: Students ages 15–24 who arrived in the U.S. within the last 5 years
RYM II: Students ages 6–18 who have lived in the U.S. for more than 5 years
Participants come from countries such as Syria, Uganda, Sudan, South Sudan, Myanmar, Iraq, and the Democratic Republic of Congo, among others.
What RYM Provides:
Tutoring and academic support
Guidance through major school transitions (middle → high school, high school → college)
Career preparation including job applications, resume writing, and interview practice
Field trips and community experiences to build life skills and social confidence
Workshops on college readiness, financial literacy, and citizenship
Our Mentors:
RYM mentors include bilingual paraprofessionals, ESOL teachers, OASD staff, and community members — all dedicated to helping students grow, connect, and thrive.
Who are Refugees?
Understanding Students through Intersectionality
Key Areas of Growth for Youth Refugee Backgrounds:
The Three Pillars of Impact
Students and Families with Refugee Backgrounds:
Challenges Faced
Recommendations for Community Leaders
Recommendations for Community Leaders
Invest in After-School Programs
Partner with Community Groups
Create Whole-Child Programs
Train Staff & Volunteers
Engage Parents & Families
Remove Logistical Barriers
Foster Leadership & Inclusion
Track Impact & Improve
Students come to our schools seeking safety, belonging, and opportunity. Extracurricular activities – like sports, clubs, and volunteering – help them build friendships, confidence, and English skills while healing from past trauma. These programs give refugee youth the chance to be seen as athletes, artists, and leaders, not just newcomers.
Supporting these opportunities isn’t a luxury – it’s a proven way to enhance academic success, improve graduation rates, and foster a positive school culture for all students. By investing in extracurricular programs, schools help newcomers integrate, grow, and give back to their communities. Together, we can create a future where every child has the chance to thrive, both inside and outside the classroom.
SOURCES
SOURCES
Bridging Refugee Youth & Children’s Services (BRYCS). “Schools” (Web Resource). BRYCS Blog – Schools, n.d. Descriptive statistics and challenges regarding refugee children in U.S. schools, noting 34% of U.S.-resettled refugees are school-aged and highlighting academic, cultural, and psychosocial adaptation issues.
Heath, R. D., Anderson, C., Turner, A. C., & Payne, C. M. (2018). “Extracurricular Activities and Disadvantaged Youth: A Complicated—But Promising—Story.” Urban Education, 57(8), 1415–1449. A research review indicating disadvantaged youth (including immigrants/refugees) participate less in extracurriculars but often reap greater benefits in academic and developmental outcomes, supporting efforts to expand access.
Capalbo, L. S., & Carlman, P. (2024). “Understanding participation experiences in sport programs for the acculturation of refugee youth: a comparative study of two different programs in the US and Sweden.” Journal of Immigrant & Refugee Studies, 22(2), 449–465. Study finding that sports programs help refugee youth mitigate trauma, build connections, and learn positive values, thereby aiding acculturation and well-being.
Kirby, Alisha (Winter 2024). “Supporting Newcomer Students.” California Schools Magazine (California School Boards Association). An article emphasizing a whole-child approach for newcomer (refugee and immigrant) students. Contains insights from educators on addressing all needs – academic and socio-emotional – and highlights the importance of mentorship and extracurricular activities in fostering resilience and belonging.
Bridging Refugee Youth & Children’s Services (BRYCS). “Promising Practices in After-School Programming for Refugee Youth and Children.” BRYCS Special Feature, n.d. Discusses benefits of out-of-school-time programs for refugee youth, including a case example of a Hmong refugee student’s improved academics and behavior, and recommendations for effective program strategies (e.g. family engagement, cultural adaptation, partnerships).
Afterschool Alliance (2024). “Evaluating Afterschool: The Latest Research on the Impact of Afterschool and Summer Programs.” Afterschool Alliance Research Brief. Summarizes recent findings on how afterschool programs improve academic outcomes (test scores, grades, attendance) and student confidence. Provides data on gains in math/reading proficiency and other success metrics, particularly for low-income and academically behind students.
International Rescue Committee (IRC) – San Diego (May 2023). “Refugee Youth Overcome Unique Challenges to Academic Success.” IRC Perspective Article. Describes IRC’s support programs for refugee students, including the REACH after-school program. Reports outcomes such as a 93% high school graduation rate and 84% college/job placement for refugee youth in the program, and lists comprehensive services offered (academic tutoring, leadership clubs, community service, etc.) that contribute to students’ success.
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