Students with Interrupted (Inconsistent) Formal Education or SIFE present particular challenges that are significant and multifaceted. These challenges are not uncommon among English learners and requires a great deal to be understood by educators in order to ensure efficient access to learning opportunities. To address these challenges, it is essential to recognize the factors contributing to the educational gaps caused by inconsistent schooling. Students from poor countries, for instance, experience interrupted education at a higher rate for a variety of reasons — many of which stem from systemic and socio-economic challenges. Some of these challenges can include political instability, inadequate infrastructure, migration, cost of education, war and violence, and poverty.
Students with interrupted education are often affected by irregular school attendance. Frequent migrations, conflicts, and other displacements are typically the causes of these disruptions. As a result, core learning milestones are missed, and knowledge retention is hindered. Studies have shown that prolonged absences from structured education lead to learning regression, especially in critical areas such as literacy and numeracy (UNESCO, 2019). Without consistent reinforcement, foundational skills are often lost, which exacerbates the challenges when these students return to formal learning environments. For many students, the basic building blocks of learning, such as phonics, vocabulary, and number sense, are never fully developed. This situation is further compounded when scaffolding techniques, which allow concepts to build upon one another, are not consistently provided. Consequently, more advanced topics, such as algebra or essay writing, cannot be mastered, leaving significant academic gaps that must be addressed by educators.
For students whose previous education was conducted in a language other than their first language (L1), additional obstacles are often presented. The learning of core subjects may have been attempted in an unfamiliar language, causing critical concepts to remain misunderstood or underdeveloped. Furthermore, literacy in their native language is frequently absent or incomplete due to the interruptions, which makes the transfer of skills to a second language even more challenging. Moreover, trauma and instability are commonly associated with interrupted education. Displacement due to war, conflict, or natural disasters has left many students without access to classrooms, teachers, or materials. This disruption has often been compounded by the emotional toll of migration and upheaval. In some cases, children have been required to take on caregiving responsibilities or to contribute financially to their families through labor. Such circumstances have placed formal education as a secondary priority and have widened the academic gaps.
The lack of access to quality schools and materials has also played a significant role in the interrupted educational journeys of many students. Geographic barriers, underfunded schools, and untrained teachers are often cited as major contributing factors. Additionally, resources such as textbooks and technology have often been unavailable in these environments, which has further limited the opportunities for self-guided or supplemental learning during periods of disruption. Then, there’s the issue of gender inequity. Educational opportunities have frequently been denied to girls in certain regions due to cultural practices. In such cases, long periods of absence from school have been caused by societal norms that prioritize other roles for girls over formal education. Systemic issues, such as a lack of investment in public education, have also contributed to the frequent interruptions experienced by students.
Educators who work with students affected by these challenges are tasked with creating strategies to bridge the gaps. Holistic assessments are recommended to determine the specific strengths and needs of these learners. Instruction must be scaffolded and tailored to focus on foundational skills, and the use of multilingual resources should be prioritized whenever possible. Additionally, the inclusion of trauma-informed practices has been emphasized to address the social-emotional impacts of disrupted education. According to research conducted by the Brookings Institution, interventions that integrate academic and social-emotional support are most effective in helping students with interrupted education succeed (Winthrop & Kirk, 2018). Creating safe and welcoming learning environments is another crucial step in building trust and encouraging active participation among these students. The challenges presented by interrupted education are significant but not insurmountable. Educators are encouraged to approach these challenges with understanding and adaptability, ensuring that the diverse needs of students are met. By recognizing the underlying causes of educational gaps and addressing them through targeted interventions, opportunities for success can be provided to all learners.
References:
UNESCO. (2019). Global Education Monitoring Report: Migration, Displacement, and Education.
Winthrop, R., & Kirk, J. (2018). What Works in Education for Refugees and Migrants. Brookings Institution.
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