Abstract This qualitative study explores the perspectives of elementary teachers who work with refugee students in a suburban school district in the Rocky Mountain Region. Teachers’ efforts to respond to the unique educational, socioeconomic, and emotional needs of refugee students in their classrooms were explored. It was noted that refugees have had limited and sporadic access to education prior to their enrollment in public schools in the United States. Additionally, they may have social and emotional issues and may deal with traumas of their past difficult life trajectories. The article pinpoints the obstacles experienced and the overtures made by the teachers in their work and then highlights the suggestions they found helpful in teaching refugee students while meaningfully relating to students’ parents in the best interest of their children’s learning and growth. Keywords: teacher perspective, refugee children, refugee parents
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