Elementary School Teachers' Experiences of the Challenges of Educating Afghan Migrants: A Qualitative Study

The purpose of the present study was to investigating the perceptions and experiences of teachers toward educational challenges of Afghan students in Iran. For this purpose, by using qualitative method and phenomenological approach, the phenomenon was identified and represented. Data were collected through purposeful sampling and semi-structured interviews with 15 teachers (teachers who was teaching Afghan students) then analyzed by using Strabert and Carpenter (2003) method. The analysis of the interviews revealed five main themes including cultural, educational, administrative, economic and social challenges and 25 themes including language problems, religious differences, discriminatory treatment of other students, discriminatory treatment of teachers, lack of Parental involvement in education, low parental education, lack of communication with curriculum content, dropout, educational disruption, lack of cognitive skills, lack of preparation and lack of preschool education, placement problems, lack of identity documents, enrolment with bias, Lack of educational prospects, Moving migrant life, Delinquency, Coverage and appearance problems, Isolation, Afghan students perception As second-class citizens, Iranian parents dissatisfaction, Tuition fees, poverty and working child.