Multicultural Youth Tasmania: Position Paper

Transcription

1 Multicultural Youth Tasmania: Position Paper March 2015

2 Migrant Resource Centre (Southern Tasmania) Inc, 2015 All rights reserved. Material in this resource may be reproduced, translated or adapted to meet local needs without prior permission, subject to acknowledgement of the resource. No commercial use or sale permitted. Our Voice Matters - Multicultural Youth Tasmania: Position Paper, March Written by the Migrant Resource Centre (Southern Tasmania) Inc 49 Molle St, Hobart, Tasmania 7000, Australia glong@mrchobart.org.au Prepared by: Gillian Long and Archana Anil Website: Acknowledgements Many people made valuable contributions to this report. Particular thanks go to YMEP students and TasTAFE teachers, staff and students at Cosgrove High School, Brooks High School, Guilford Young College, Rosny College, Hobart College, Ogilvie High School, New Town High School, Launceston College, St Patricks College and Claremont College. The involvement of the MYAN (Australia), Multicultural Council of Tasmania, Youth Network of Tasmania, Centacare, Colony 47 and the Glenorchy City Council is also greatly appreciated. We engaged as widely as possible with schools, service providers and other partners to ensure participation in the consultation was as broad as possible. However, we recognise the views of some individuals and/or groups may not be reflected in this report. We invite you to contact us to incorporate your perspectives in our ongoing work supporting multicultural youth. 2 P a g e

3 Contents 1. Introduction Multicultural Youth in Tasmania Consultation Process Identification of Settlement Challenges and Priority Areas Issues and Recommendations Education Health Employment Visas for Asylum Seekers Housing Racism, Bullying and Safety Relationships Driving Sporting Opportunities Summary of Recommendations References Appendix A P a g e

4 1. Introduction Multicultural youth represent a plurality of positions. They are diverse in their beliefs, culture, age, gender, religion, experiences, values, political options and dreams. Despite this diversity, they also share many conditions, dilemmas and challenges, as well as exciting opportunities for the future. They are concerned to ameliorate the negatives and to see greater profile and investment of the positives. People from migrant and refugee backgrounds make a significant social and civic contribution to Australian society despite significant challenges including language, education, discrimination and structural disadvantage (Hugo, 2011). According to Hugo (2014), people from humanitarian backgrounds are more likely than other migrants to start businesses, show entrepreneurialism and take advantages of opportunities available to them. In order for this to occur, it is essential people are provided with appropriate opportunities and support. Whilst all Tasmanians from refugee and migrant backgrounds have needs associated with their settlement, the needs of young people are often quite distinct from those of their parents and others within older age groups. In order to support young people from migrant and refugee backgrounds to fully participate in Australian society, it is important that their settlement needs are identified and met and barriers to support are minimised. For this to happen, we need to understand the challenges multicultural young people face, as well as understand what is currently working well. We need to listen to their ideas, value their insight into their experiences, incorporate their views into decision making and involve them in developing and implementing strategies to maximise opportunities for them to succeed. In 2011, the Migrant Resource Centre (Southern Tasmania) (MRC) collaborated with the Multicultural Youth Advocacy Network (MYAN), the Tasmanian Department of Health and Human Services and the Glenorchy City Council to conduct a forum for young people to enable them to celebrate and share culture, identify and prioritise issues, create a positive image of multicultural youth and strengthen multicultural youth advocacy in Tasmania. The MY Voices (2011) report details the results of this forum. The issues raised in 2011 guided policy and service development, supporting targeted programs for young multicultural 4 P a g e

5 Tasmanians. Since 2011, patterns of humanitarian arrivals have changed, along with an increase in asylum seekers. Therefore, it was considered timely for a broader consultation be conducted to enable reflection on the outcomes of changes implemented since the 2011 report, reconsideration of issues which have not yet been addressed, and identification of issues which have emerged since The MYAN TAS received funding through the MYAN (Australia) to conduct consultations with multicultural youth across Tasmania, as well as associated service/education providers. In preliminary discussions held with young people, there was a general consensus that there was a sense of consultation fatigue. It was suggested that while the challenges and issues faced by the young people are dynamic, there needs to be a greater emphasis on discussing how to counter the challenges and focus on the outcomes desired. The methodology used for the consultations was developed following discussions with multicultural youth, education providers, youth service providers and others associated with this cohort. These discussions helped guide the process and proved invaluable in developing an approach which maximised the capacity of young people to voice their views, regardless of gender, age within the target cohort, or location in Tasmania. Consultations were conducted with two cohorts of young multicultural Tasmanians i.e., 12 to 16 years and 17 to 25 years. The consultations occurred through structured focus groups conducted across high schools and colleges in Northern and Southern Tasmania and a two hour intensive consultation session with the older cohort. A total of 173 young people participated. This report presents the findings of the consultation process, reflecting and embracing Tasmania s multicultural youth. It seeks to identify common strands and shared ambitions and to confront problems that impact significantly on the achievement of their aspirations, but also noting where there may be key differences. Each young person wants to find and be his/her authentic self, a primary challenge for any youth or young adult. Stereotypes have proven to be unhelpful and derogatory for multicultural youth. They too often seek a onesolution-fits-all kind of approach to problems, and do not recognize the wealth of gifts this cohort brings to Tasmania. In short, generalizations are disempowering. 5 P a g e

6 It is anticipated this document will guide policy and service development. It will also support multicultural youth, and others, to advocate for their needs. It is important to note that the young people consulted were mostly from refugee backgrounds as consistent with the intention of the funding received. Young asylum seekers were included in the consultation through their attendance at the educational institutions participating in the consultations process, although they were not specifically targeted. International students were not targeted, nor were those who are in full-time employment; therefore this report does not reflect the views of all multicultural youth in Tasmania. In addition, it is important to note that this report reflects the voices of the participants rather than the views of the authors and the MRC. 6 P a g e

7 2. Multicultural Youth in Tasmania Approximately a quarter of Australian young people aged were either born in a culturally and linguistically diverse country or were born in Australia but have a parent from a culturally and linguistically diverse country. This cohort of the total Australian population includes young people from refugee and humanitarian backgrounds and asylum seekers, along with other migrants such as students, skilled migrants and those who are joining family members residing in Australia, and descendants of parents who migrated to Australia. According to the 2011 Census, there are youth from culturally and linguistically diverse backgrounds aged living in Tasmania. The rate of growth of the culturally and linguistically diverse youth population is faster than that of the Australian-born youth population (Hugo, McDougall, Tan & Feist, 2014). In Tasmania, the average annual growth of the CALD youth (12-24) population is 3.3 percent, compared to the average annual growth rate for the total Tasmanian population of less than 0.1 percent (Hugo et al., 2014). The number of humanitarian arrivals in Tasmania has fluctuated over the past five years, with a peak of 608 arrivals in 2013 (see Table 1). As a percentage of total humanitarian arrivals to Australia, Tasmania s intake has consistently been between 2.5 and 3 percent. Over the last two years there have been slightly more female arrivals than male. Table 1 Number of Humanitarian Arrivals to Tasmania between 2013 and Gender Total Female ,028 Male ,051 Total ,079 Settlement Reporting Facility (2015) The countries of birth of humanitarian arrivals over the last five years have predominantly been Bhutan and Nepal, with a large increase during 2013 and 2014 of arrivals born in Afghanistan and Iran (as shown in Table 2). Prior to 2010 the proportion of arrivals from African countries was greater and this was reflected in the cultural backgrounds of the participants in the MY Voices (2011) forum. 7 P a g e

8 Table 2 Top 10 Countries of Birth of Humanitarian Arrivals in Tasmania Country of Birth Year of Arrival Bhutan Nepal Iran < Afghanistan < Burma Pakistan <5 < DR Congo 28 <5 16 <5 <5 Ethiopia <5 <5 Thailand 23 6 < Sudan < <5 Settlement Reporting Facility (2015) Since 2010 the number of humanitarian child and youth (under 24 years) arrivals has consistently been greater than the number of adult arrivals (as shown in Table 3). The adult intake for the same period was 826 arrivals. As a percentage of the total intake this cohort peaked at 66 percent of the total intake for Tasmania from January to June 2014, while maintaining a steady rate between percent over the other years. Table 3 Number of Humanitarian Arrivals to Tasmania from by Age Age on Arrival (years) Year of Arrival Source: Settlement Reporting Facility (2015) 8 P a g e

9 As shown in Table 4, over the last five years Nepali has consistently been spoken by more new arrivals than any other language. Consistent with the increase in arrivals from Afghanistan and Iran, the number of Farsi and Dari speakers increased during 2013 and Table 4 Top Eight Languages Spoken by Humanitarian Arrivals to Tasmania from Language Year of Arrival Nepali Farsi (Afghan) <5 <5 < Dari <5 <5 < Swahili <5 <5 Arabic 8 < <5 Hazaragi < Karen S gaw 12 8 < Karen 42 5 <5 9 6 Source: Settlement Reporting Facility (2015) Young Asylum Seekers In Tasmania there are young asylum seekers who receive support through the Department of Immigration and Border Protection s Community Detention program, as well as those who are on Bridging Visas. Those in Community Detention include young people who live with their families, along with unaccompanied young people who live in supported accommodation. As at September 2014, there were approximately 60 people in community detention in Tasmania, with just over half being under 18, and a proportionally greater number of young males than young females (Department of Immigration and Border Protection, 2014). Participation in Education and Employment As shown in Table 5, the rate of enrolment of refugee born youth aged in education is slightly above the national average. The rate of enrolment of those aged is the highest in Australia. 9 P a g e

10 Table 5 Percentage of Refugee Born Youth Aged and Enrolled in Full or Part Time Education (2011) State Aged % Aged % Tasmania New South Wales Victoria Queensland South Australia Western Australia Northern Territory ACT National Average Hugo et al., (2014) As shown in Table 6, in all States of Australia, refugee born youth are less likely than their Australian born counterparts to be in full or part time employment. Tasmania has the lowest rate of employment of refugee born youth across Australia. Table 6 Proportion of Refugee Born Youth aged in Full or Part time Employment (2011) State % Refugee born youth % Australian born Tasmania New South Wales Victoria Queensland South Australia Western Australia Northern Territory ACT National Average Hugo et al., (2014) 10 P a g e

11 3. Consultation Process An Advisory Group was formed to determine the best approach to determine the current position of multicultural youth in Tasmania. The Advisory Group consisted of representatives from the Tasmanian Department of Education, Catholic Education Office, TasTAFE, Youth Network of Tasmania, Migrant Resource Centre (Southern Tasmania), Multicultural Council of Tasmania and the Phoenix Centre. Unlike the large Statewide forum which led to the My Voices (2011) report, it was agreed that separate consultation approaches should be used for younger (aged years) and older (aged years) youth. It was decided that the younger group would participate in focus groups, with the older cohort participating in a larger group consultation session. Whilst it was felt that this would provide the younger cohort with a greater opportunity to voice their ideas, it was also a more convenient and time effective approach for participants across the State. Schools in the South and North of Tasmania with a known cohort of students from a refugee background were asked to support the consultation process. All schools approached agreed to participate. Service providers, peak bodies and others who are involved with young multicultural Tasmanians were also invited to participate. One hundred and seventy three multicultural youth participated in the consultations which were held between July and November Approximately 83 were aged between 12 and 16, with the remainder aged between years. Males and females were evenly represented. Members of the Advisory Group reviewed focus group questions and assisted with development of the consultation program, promotion, coordination and facilitation. Focus Groups at high schools and colleges (12 to 17 years): Structured one hour focus groups were conducted for young people aged from 12 to 17 years at four high schools and two colleges in the north and south of Tasmania. Schools were selected based on numbers of students from a humanitarian entrant background. A total of 83 students participated in the focus groups. Focus group size ranged from eight to 25 students. 11 P a g e

12 Key questions were: 1 How did you feel when you first moved to Tasmania? 2 What was the best thing and the most challenging thing about settling in Hobart? 3 What are the main challenges of settling in Tasmania? Rank the top six? 4 Who helped you with settling when you first arrived (in the short term) and who helped you after that (in the long term)? 5 If there was one thing about settling in Hobart that you had the power to change what would it be and why? 6 In the next one year (and next five years), what would you like to see changed in your life, family or community and why? 7 What would need to happen for this change to occur? 8 Do you have any suggestion or ideas to change or make things better for multicultural young people in Hobart? Group consultation (17 to 25 years) A two hour consultation session was conducted with a total of 90 participants aged from 17 to 25 years. Participants in this session were students of the Young Migrant Education Program (Y-MEP), Hobart College, Claremont College, Rosny College or Guilford Young College. The consultation was facilitated and scribed by Y-MEP students who had participated in a leadership program supported by MYAN Tas in early During the week prior to the consultation, MRC staff conducted a workshop with these students to strengthen their capacity to facilitate the group discussions and scribe conversations. Participants were asked to reflect on priorities identified during the My Voices (2011) forum and identify any additional challenges, which were prioritised. Identification and prioritisation of challenges was conducted as a small group activity, with each group having 11 issue cards e.g., housing, health, education, employment etc., as well as blank cards to add additional topics. Group discussions then focussed on the settlement challenges identified and the identification of potential solutions. Participants were asked the following four questions: 1 Who is helping? 2 What is working now? 3 How can it be improved? 4 What are some big ideas to solve the issue? 12 P a g e

13 Service Provider Consultation and Questionnaire Service providers, local, state and federal government agencies, CALD youth community agencies, local school / college/ TAFE staff, mainstream youth service providers and state peak bodies were invited to participate in a consultation on the 27th of November The consultation aimed to obtain perspectives from service providers on the key settlement challenges or issues faced by youth from migrant and refugee backgrounds in Tasmania. The consultation also sought to identify what is currently working well, what needs to change, and recommendations for enhanced service delivery. Fourteen participants attended the consultation. A questionnaire was developed to enable those who were unable to attend the consultation to provide their feedback (see Appendix A). Six responses were received. 13 P a g e

14 4. Identification of Settlement Challenges and Priority Areas Even in the best of circumstances, moving to a new country can be exciting but also confronting. For young people from a refugee background, the challenges of settlement are exacerbated by factors such as the impact of escaping war and conflict including experiences of torture and trauma, along with living for prolonged periods in refugee camps, separation from family members, forming new friendships, learning a new language, experiencing a formal structured educational setting (often for the first time) and adapting to a new culture whilst trying to retain their values and beliefs. According to the Refugee Resettlement Advisory Council (2002), refugee youth are likely to have experienced some or all of the following: forced exit from their country of origin; profound disruption before arrival in Australia, including extended periods of discrimination; conflict and human rights abuses in their countries of origin, often followed by a period of uncertain status in a country of asylum in some cases in a refugee camp; exposure to traumatic experiences such as loss of or separation from family members; torture or life-threatening events; and prolonged periods in countries where service infrastructure, including health and education infrastructure, is poorly developed or disrupted as a result of conflict (Refugee Council of Australia, 2013). Interestingly, some of the young participants identified going to school as the best aspect of settling in Tasmania, while others found this to be the biggest challenge. Coping with Tasmanian weather was as recurrent issue identified by the young people, along with understanding the Australian accent and slang, facing racism and intolerance, and missing friends and family left behind in their country of origin. Seven of the priority areas identified by multicultural youth were the same as those raised by young people in They were: education, health, employment, housing, racism / bullying and safety, relationships and obtaining a driver s licence. Four additional priorities were identified: sporting, visas for asylum seekers and family reunion, awareness of religion and culture in media, and meeting places / venues for socialising and celebrating cultural events. 14 P a g e

15 As shown in Table 4, the priorities identified in both the youth consultation and focus groups in schools were similar, however the ranking of priorities differed slightly. Table 4 What issues are most important to you? Rank years years 1 Racism Bullying and Safety Education Health 2 Education Employment 3 Driving Licences Housing 4 Housing 5 Community Venues Employment Visas for Asylum Seekers Racism Driving Licences Relationships Media Representations of Religion and Culture, Bullying and Safety Other challenges identified were: being different and trying to fit in, being stereotyped based on religion or ethnicity, navigating new systems including transport and awareness of (and access to) services. The participants concerns and recommendations for each priority area, including what s currently working well and what needs to change, are detailed in the following section. 15 P a g e

16 5. Issues and Recommendations 5.1 Education Education, along with health, was the top priority for year olds. Most of the respondents identified English as an Additional Language (EAL) teachers, school counsellors, other students, family and friends as helping them with educational challenges. Depending on their stage of settlement, many young people identified case workers and volunteers from organisations such as Centacare (for support 0-12 months post arrival and longer term housing), Red Cross (asylum seekers) and MRC (settlement support 12 months -5 years post arrival, along with mental health and wellbeing support regardless of time of arrival) as providers of key support for educational challenges. The participants identified receiving low cost education as one of the best aspects of settling in Australia. However, many felt that young people arriving in Tasmania need more bridging education before entering the mainstream system. Education is a vital component of the lives of young multicultural Tasmanians. For most, it is their primary medium for learning English, making friends, and accessing sporting and other social activities. Learning English is widely recognised as being a critical component of settlement. Students must acquire social communication skills, and also academic writing and speaking skills, while attempting to catch up to native speaking peers who themselves are continuing to develop academic and language competence (Brown, Miller & Mitchell, 2006). Many of the participants were concerned by the time constraints for acquiring English, in terms of hours of educational support, for themselves as well as their parents accessing the Adult Migrant English Program (AMEP). Language Support Tasmanian schools and colleges provide an EAL program for new arrival students. This program provides English language teaching support on an as needs basis for students whose first language is not English. Young people from migrant and refugee backgrounds aged 18 to 24 years, who are permanent 16 P a g e

17 residents, are eligible for up to three years of full time / part time English program through Y-MEP. Focus group discussions at high schools were coordinated by EAL teachers. All focus group participants identified that language support was insufficient, with support needed beyond the current two to four years. The participants expressed disappointment that the Tasmanian Qualifications Authority will only let students do pre-tertiary EAL if they've been in Australia less than five years. It was felt this rule does not take into account students' educational background prior to arrival in Australia. Many young people from refugee backgrounds have experienced severe disruptions to their education. These disruptions, along with other vulnerabilities including the impact of past trauma on learning, are perceived as not being sufficiently considered when determining eligibility for a range of educational support programs. There were specific concerns for those newly arrived young people enrolled directly into high school who are struggling to progress academically. The key issue for young people is the risk of disengagement due to language challenges. In optimum circumstances, it takes three to five years to develop oral language proficiency and four to seven years to gain academic English proficiency. These times are much longer for disadvantaged children, those in poor schools, and those with interrupted schooling, with some studies suggesting it takes up to ten years for such students to acquire academic proficiency (Garcia, 2000). Service providers expressed concern that unlike Aboriginal or Disability funding, EAL funding is not attached or tagged to specific need. Service providers expressed concern regarding a perceived inconsistency in how EAL funding is spent. There was also concern regarding a perceived lack of tracking or accountability regarding EAL funding, unlike other education funding which is tied to specific needs and programs. The ability to practice speaking English outside the class room environment was very highly valued by the participants and this was reflected in the feedback provided by service providers and teachers. Students highlighted immense benefits from out of classroom programmes, information sessions and practical workshops which enable them to practice their conversational skills and develop 17 P a g e

18 networks for better pathways to higher education and employment. Models identified as currently working well were experiential programmes such as: the Department of Premier and Cabinet s Work Placement Program, University Preparation Programs, Corporate Internships at the University of Tasmania (UTAS). Collaborations between TasTAFE (Y-MEP) and UTAS were identified as working well. Students noted that it would be valuable to have EAL teachers or helpers who were from a migrant background themselves. Some students felt that having separate EAL classes creates a basis for stereotyping students according to their background. Instead, students expressed a preference to be paired up with a buddy (either a mainstream student or an advanced EAL student) to enable better integration into the school system. Teaching staff at schools noted that smaller classes addressed to each level of language proficiency, rather than multi-level classes or classes that are too large, would work better. However, it was acknowledged that it is difficult for schools with small numbers of EAL students to provide intensive English support, even with specific funding. Teachers noted that there were specific challenges for schools with low numbers of students from refugee/humanitarian backgrounds. For example, schools with fewer than five students who have arrived in Australia in the last four years, all with different educational backgrounds and language needs have difficulty providing the amount of support that a larger school with many EAL students could provide. It was also noted that current reductions in the Department of Education will result in more difficulty justifying appropriate levels of support in schools with low numbers of multicultural students. Feedback provided by service providers centred on the need to move away from the current approach to provision of EAL support, particularly in high schools. It was suggested that different models of teaching English, such as Intensive English Language Centres or New Arrivals Programmes (offered in other states) should be considered, prior to enrolment in mainstream primary or secondary schools where they should continue to access language support. It was evident from the consultations there were grave concerns for young people on Bridging Visas who are no longer able to access education. It was recognised that exclusion from education opportunities has a detrimental effect on their 18 P a g e

19 mental health and this, combined with the impact of general uncertainty of their futures, was creating considerable distress. School Support A need for better diagnostic testing to identify learning barriers was identified. There was concern that students who are not doing well in school are allowed to progress to higher grades and that this may be demoralising to them in the long term. While most students found teachers to be very supportive, many noted the need for schools to impose better discipline strategies for students who were disrespectful to other students, disruptive during classes and displaying bullying or racist behaviour. There was often a sense of disenchantment with the existing process to deal with complaints relating to racism and bullying at school. In addition often CALD parents find it difficult to advocate for their children s needs. Apart from the parents often having less English than their children, cultural issues often mean they do not understand fully what is occurring at school, let alone being able to advocate for their child s needs. There is a substantial need for more resourcing in schools to ensure best practice in the pastoral care of CALD students. The extent of technological savviness in most young people was evident from their suggestion for a portal to catch-up with school work online if classes are missed. Education Pathways Parents and students need more information and awareness of the pathways in education. Many students who participated in the consultation were unaware that there is no age limitation in perusing college education. The need to simplify the information on pathways was underscored as often too much information is presented to be of any relevance to the young people. This may be attributed to the scope for better engagement between the various tiers in education primary to high school to college to TAFE to UTAS. There was a consensus that the limited pathways through TasTAFE and lack of availability of Certificate I and II courses 19 P a g e

20 inhibits progress toward employability and recognition of existing skills in young people. I fear what is going to happen for our youth in the long term. Without adequate English they cannot access educational opportunities and then their employment opportunities are curtailed. I worry that they will not be able to engage with mainstream culture and will disengage into other groups where they feel their needs are being met - gangs, extreme action groups and militant groups. Service provider Education Costs Participants expressed concern that their parents often do not have money to purchase prescribed text books and suggested this could be addressed through the implementation of a discount scheme for school books for those with a concession card. The affordability of tertiary education was a concern for some young people who were anxious about the impact of proposed Federal Government changes to university fee structures from Transport for school related activities While availability of and ability to use public transport was identified as a general issue of concern, most respondents were satisfied with the existing public transport routes and options during school hours. An exception to this was identified by students at Brooks High School (Launceston), who were concerned there was only one bus very early in the morning to get them to school. This results in those young people being unsupervised for a period prior to the start of school. Access to transport to after-school activities for young women, as well as younger children, emerged as a major barrier to participation. This is of particular concern in winter when it gets dark early. While some services conducting targeted activities for young women have provided private transport, this does not facilitate 20 P a g e

21 their participation in mainstream programs or activities. There is a need to create community based transport options for young people, particularly during winter months. Education Recommendations Increase the number of hours for English support for young people and adults Expand the eligibility age for accessing the Young Migrant Education Program and increase funding for this program Develop consistency in diagnostic testing across the education sector Increase awareness in schools of the need to provide smaller and same-level EAL classes with an increase in funding for schools to achieve this Review the current approach to delivering EAL in schools and colleges and evaluate alternative strategies, including consideration of Intensive English Language Programs 21 P a g e

22 5.2 Health Most of the participants and their families arrived from countries or refugee camp situations where there was little formal health care. They are provided with preresettlement medical checks prior to departure to Australia. Participants who were asylum seekers identified International Health and Medical Services (IHMS) as the key agency currently assisting them with health care, as IHMS is the Immigration Detention health provider. Several young people noted the important role of the Refugee and Humanitarian Arrival Clinic (RAHAC) in assisting with initial health needs associated with settlement. Family, friends (particularly within their own cultural and ethnic milieu), volunteers, HSS case workers and social workers at Medicare and Red Cross were identified as supporting access to health care. Young people acknowledged the role of both the State and Federal Government in maintaining high levels of health care services. They noted the benefits of Medicare and free access to GPs, health care cards and the pharmaceutical benefits scheme. Young people reported deriving immense benefits from health awareness campaigns conducted through schools, colleges and TasTAFE. These campaigns were identified as increasing their knowledge on a diverse range of topics, including sex education, alcohol and other drugs, nutrition, energy drinks and mental health workshops. Participants noted that some students from a humanitarian entrant background are using alcohol and other drugs in selfdestructive ways, possibly as a result of the impact of trauma, and these young people need specialised intervention. The need for an increased focus on men s health and wellbeing needs was identified. It was noted that for people from some cultures, men were considered more resilient and often infallible by their families and communities, and therefore were less conscious of the health needs of men. Language and Cultural Barriers to Health Care While there are many benefits to the health system in Australia, the respondents also highlighted several challenges which need to be addressed to ensure that the service provision is culturally appropriate. It was noted that Tasmania needs more doctors to ensure faster access to care and reduced waiting times, as well as more health professionals who are responsive to the impact of culture on 22 P a g e

23 health. There was concern interpreters who are not accredited are used in health care settings, as well as family members being asked to act as on-the-spot interpreters. Awareness of Health Care Services Young people were very aware of additional pressure placed on them due to their parents not being fully aware of the range of free health services available to their family. They noted the impact of long waiting times to access free dental care, along with waiting times at accident and emergency departments at hospitals as being barriers to effective health care. Young people identified that their parents and other family care givers need greater awareness of maintaining good nutrition and a balanced diet. Several instances of self-medicating and incorrect use of prescribed medication (taking the wrong pills at the wrong time) were noted, highlighting the need for more education on this topic. It was also suggested that more health campaign materials need to be translated into different languages, including those on drinkdriving, smoking and nutrition. Stigma Associated with Health Matters Young people were concerned that treatment for certain health concerns, including metal illness and sexually transmitted diseases, is not actively sought by members of some communities due to the stigma associated with these conditions. The emerging mental health issues for a number of young people are depression, anxiety, alcohol and other drugs. These may be ascribed to the lack of positive peer relationships, social isolation, lack of meaningful activities and a dearth of role models. While young people noted the benefits of health awareness programs conducted at educational settings, they also believe more targeted campaigns need to be initiated to ensure health messages reach their parents. 23 P a g e

24 Health Recommendations Create a CALD youth health drop-in service or a frontline CALD health service integrating family mediation, health, casework and fitness Improve awareness of resources available to assist CALD youth who are suffering from mental health and/or alcohol and drug problems Improve referral processes for assistance with mental health and/or alcohol and drug problems Mandatory cultural awareness training programmes for health care professionals Increase the number of translated health campaigns Increase the number of doctors and the number of beds available in the Emergency Department to reduce waiting times 24 P a g e

25 5.3 Employment Difficulties finding employment is resulting in families living separately, with one parent often moving to the mainland for work to support dependents in Tasmania. There is a perception amongst multicultural youth that finding work in Tasmania is about the connections you have, or who you know, and this puts new arrivals at a distinct disadvantage. The group of older consultation participants (aged 17 to 24 years) were very aware of the importance of acquiring English and good IT skills for finding employment. They noted the benefits of the Department of Premier and Cabinet s Work Placement Program which enabled many of them to form valuable links with potential employers and acquire hands on working experience. The respondents reported that they often access employment websites such as JobAccess, Seek, AustraliaCareer and CareerOne to assist with finding employment. Information and Training Many young people said that they felt unprepared to start working and emphasised the need for more training and information about work requirements including workplace safety, work etiquette and work place conditions. More programs and training particularly Certificate I & II and vocational training programmes are needed to create better pathways to employment. The skills and knowledge inherent in the young people as well as their qualifications acquired overseas are often not recognised and needs to be validated by providing information and mentoring to encourage entrepreneurship. More opportunities for networking with employers are needed for young people to explore the different career pathways available particularly for recently arrived youth who may have a narrow view of career options. Some students with young children felt that the prohibitive cost of child care and a lack of support from family is a barrier to seeking full time employment, particularly for young women. 25 P a g e

26 Employment Opportunities It was felt that there were insufficient employment opportunities in Tasmania, particularly in factories or other type of industrial work which is available on the mainland. Finding employment after school hours and post completion of high school was a big issue for young people wanting to contribute to their family income or fund their own activities. Greater assistance to build the confidence of young people to identify and approach potential employers and training opportunities to develop job hunting skills particularly in high schools were emphasised. The need for creating more work and meaningful volunteering opportunities was highlighted along with the provision of better feedback from employers who have rejected a job application. Many young people were unaware of skills that could be acquired, the links that could be formed and other benefits of volunteering. It was felt that certain jobs could be performed with significantly less English skills than what is stated as a requirement. While there are opportunities to procure seasonal work in Tasmania, the participants noted that emphasis should be on access and equity as people from some ethnicities are perceived to be more likely to obtain this type of employment than others. A number of young people attributed racist attitudes of some employers, reliance of public transport and emphasis on having a driver s licence as some of the other barriers to finding work in Tasmania. Employment Agency Support The work done by specialised agencies to assist CALD communities with employment such as MRC Connect, which helps with writing resumes, addressing selection criteria and obtaining work experience, as well as staff at TasTAFE who assist with job placements for students were acknowledged. However, the general consensus was that the existing job service agencies are not responding to the needs of job seekers from a humanitarian entrant background and that the JSA staff are not trained to be culturally sensitive. Disability Employment Support (DES) agencies may be underutilised by CALD youth who are not aware that they could be eligible to seek assistance. Some of the ideas suggested to address the challenges of finding employment included: a free local newspaper dedicated to job listings, longer access to the 26 P a g e

27 internet at the library to browse through and apply for jobs, dedicated teachers for computer and IT skills, better support for students to identify a career pathway and upskill accordingly and funding for courses and training to assist with finding employment. Employment Recommendations Provide more funding and resources for employment services supporting CALD youth Lobby government to create more labour and construction apprenticeships Fund a specialised JSA for Tasmanian CALD people Create more entry level positions not reliant on prior work experience or develop more work placement programmes Create more workplace training agreements and incentives for workplaces to employ more humanitarian entrants Hold regular events for people from humanitarian entrant backgrounds focusing on providing information, networking opportunities and mentoring Provide opportunities for mentoring and support for entrepreneurship and social enterprise 27 P a g e

28 5.4 Visas for Asylum Seekers One of the major priorities identified by the young people aged 17 to 25 years during the consultation was the plight of asylum seekers. This can be attributed to the opening up of Pontville Detention Centre in Tasmania which housed around 300 unaccompanied minors in 2013, the subsequent transfer of some of these young people to community detention and more recently the fact that these young asylum seekers are now able to access English classes through the Y-MEP program. This has created a greater awareness of and empathy towards this cohort. Current programmes, service and support groups identified as assisting asylum seekers in Tasmania are lawyers, Red Cross, The Greens (political party), community members, Tasmanian Asylum Seeker Support group volunteers, Amnesty International, Education Department, IHMS and the Phoenix Centre. While Australia s treatment of asylum seekers is one of the most contentious and divisive topics in the wider community, this issue has rallied together the young people who were consulted in Tasmania, irrespective of their stream of entry to Australia refugee, asylum seeker or migrant. Vulnerability and risk factors Asylum seekers who are placed in detention whilst their refugee status is determined experience a specific set of stressors, reflecting both the detention environment and the detention process itself. Some of these stressors include; loss of liberty, uncertainty regarding return to country of origin and social isolation (Steel et al., 2006). This was reflected in the feedback received from students in schools and at Y- MEP who were in community detention, unable to focus on their education and vulnerable to social isolation due to the persistent uncertainty of their future in Australia. Many students who were not asylum seekers also expressed their anguish at being separated from family members due to the inordinately long waiting period for family reunion through the Special Humanitarian program. Media & Political Campaigns The biggest challenge highlighted by the young people is the manner in which some politicians and media portray asylum seekers and its influence in the 28 P a g e

29 perceptions of the wider community. The young people highlighted the need for media to focus on the positive contributions made by former refugees and asylum seekers to the Australian community and economy rather than propagating negative stereotypes such as boat people and queue jumpers. Education and Awareness programs The importance of funding and creating more grass roots community education and awareness programs such as the Living in Between project was underscored as well as opportunities to promote meaningful engagement between the asylum seekers and wider community such as the Bridging Visas Social Club or Potluck Dinners. There was a consensus that the ideal way to foster better understanding and awareness and reduce misconceptions about asylum seekers in the community would be through education programs in primary schools on asylum seekers and refugees and their journey. Policy Young people were particularly distressed by the current policy of indefinite mandatory detention of asylum seekers, lack of access to education for asylum seekers beyond high school, ineligibility for family reunion, restricted work rights and constant change in visa process for asylum seekers, leading to confusion and uncertainty. There was a unanimous feeling that only a change in policy would transform negative public opinion towards asylum seekers and create greater acceptance. The young people were also very concerned about the mental health and wellbeing of their asylum seeking peers. They also noted the lack of transparency and information on the status of visa applications. As one young person stated, Think about the 40 thousand asylum seekers in Australia that are waiting for visas.don t keep them waiting for their future and don t give them mental problems or make them crazy. Youth participant 29 P a g e

30 Asylum Seekers Recommendations Introduce work rights for all asylum seekers so they can support themselves and their families Expedite visa processing for asylum seekers and bring back permanent protection visas Abolish offshore detention of asylum seekers as it is placing the lives of vulnerable people at risk Increase awareness campaigns and opportunities for asylum seekers to share their stories with the broader community 30 P a g e

31 5.5 Housing The availability of appropriate sustainable housing which is affordable plays a critical role in ensuring positive settlement outcomes for new arrivals. People arriving on humanitarian visas normally receive assisted short term accommodation and orientation on housing as a part of the HSS program. Research on the housing issues for people settling in Australia through the Refugee and Humanitarian Program has identified several barriers that refugees face attempting to secure appropriate, affordable and stable accommodation. These barriers include financial hardship, lack of appropriate accommodation, difficulties navigating the private rental market, a lack of social and community capital and the impact of family separation and breakdown (RCOA, 2013). Home Maintenance and Real Estate Agents Families with only women can struggle to manage the rental properties in terms of required maintenance, difficulties negotiating with tradesmen and real estate agents, as these matters are often dealt with by men in their home country. Service providers were concerned about the heightened risk of people signing lease agreements without fully understanding the terms and conditions and being aware of their rights and responsibilities with regards to tenancy. While existing services such as Centacare, MRC, Red Cross (for asylum seekers), and Colony 47 provide some level of assistance with housing, it was felt that agencies supporting communities with housing need to undertake an audit of the issues and develop community capacity building programs to address these issues. This could be something as simple as a home maintenance workshop or targeted advocacy with real estate agents to use interpreters. Availability of affordable rental properties The lack of availability of rental properties at reasonable rates, particularly for large families, results in young people having to contribute towards rent, live in congested living spaces often with very little privacy. They also face disrupted schooling due to constant house-moving, and take on more adult responsibilities such as negotiating with real estate agents. The inability to show a stable source of income or an adequate rental history also disadvantages many humanitarian entrants in a competitive market. The respondents to the consultation also noted that increases in rent are not reflected in the corresponding rent assistance. 31 P a g e

32 Buying a House For those young people and their families who have lived for extended periods in refugee camps and temporary accommodation, home ownership is an important aspiration. However, even those young people who have been in Tasmanian for more than 10 years recognise that purchasing a home is very challenging for their parents. Some of the challenges associated with home ownership include meeting eligibility criteria for home loans, particularly the need for one family member to have permanent employment. Housing Recommendations Increase the number of affordable rental properties in Tasmania Increase funding for services to deliver community capacity building workshops on home maintenance Ensure real estate agents are trained in best practice in relation to the use of interpreters and lobby the Real Estate Institute of Tasmania to ensure this is implemented 32 P a g e

33 5.6 Racism, Bullying and Safety Experiencing racism and bullying and the need to feel safe emerged as the biggest challenge from the focus groups for young people aged 12 years to 18 years. This is consistent with the results of a survey of secondary students conducted across four states in Australia. 80% of students from non-anglo backgrounds reported experiencing racial discrimination. These students, many of whom were from migrant or refugee backgrounds, also reported that over two-thirds of these experiences of racism occurred at school (Foundation for young Australians, 2009). The link between bullying and suicidal ideation has been well established, both through empirical research and anecdotal evidence (Hinduja, Samer & Patchin, 2010). Given the high rates of rates of racism and bullying experienced by young people from refugee backgrounds, it is critical that they receive support and that strategies are implemented to reduce the occurrence of these behaviours. Cultural awareness Service providers and young participants agreed that many racist and bullying comments, behaviours and attributes stem from ignorance of other cultures, religions and diversity, and that this often results in unintentional offence. Regardless of the intent, the damaging effects of experiencing racism and bullying were highlighted in this consultation and in anecdotal evidence. Teachers and young people noted that friendships are generally formed with others from similar cultural backgrounds, particularly in high schools. After time, friendship groups gradually become more cross cultural. However, the consultations revealed that young people felt forming strong friendships with mainstream students was difficult and the need to be treated as equals inhibited this. Service providers felt that schools play an important role in educating young people about cultural and religious diversity, as well as promotion of values regarding diversity. They highlighted the need for more early intervention campaigns directed towards parents, as well as their children, given that parents often pass on their attitudes and beliefs to their children. It was also pointed out that racism exists among the different multicultural communities and they need to 33 P a g e

34 be made aware of it. It was noted that strategies to address racism need to be considered as long-term rather than one-off and they need to be implemented broadly across schools and the community. Such programs are effective when: they are integrated into the overall school curriculum on an on-going long-term basis; when cross-cultural or multicultural issues are taught comprehensively and handled sensitively; when all children throughout the school are involved and receive such education as early as possible; and when teachers have the necessary skills, training and resources to implement programs of high-quality (Cotton, 20013). Media Media images are very powerful vehicles for prejudice and racism. The power of media, and in particular television, to both create and reinforce attitudes has been extensively documented. Media representations of other nations, cultures and minority groups are used to manage public opinion and public understanding of events (Australian Psychological Society, 1997). The topic of creating an understanding of religion and culture in the media emerged as a major issue in the mini consultations conducted for the youth aged 17 to 24 years. Most respondents felt there are insufficient positive cultural and religious images in the Tasmanian media. It was also felt that media has a significant bearing in perpetuating myths and stereotypes about other religions and cultures. The respondents felt more public celebrations of religious and cultural events and increased multicultural festivals would be the ideal conduit to create positive images in the media. However, they felt this is impeded by the high cost and availability of appropriate public places for celebrations and festivals, insufficient funding opportunities to support such events and lack of temples for Hindus and a Shia mosque for Muslims. I love wearing my traditional dress but feel embarrassed to wear it in public because everyone stares at me! Youth participant 34 P a g e

35 Building Resilience The need to expand and emulate existing programs such as Students Against Racism and the Schools in for Refugees program (Victoria) was emphasised. It was suggested there should be more programs to empower multicultural young people and their parents to embrace culture and build resilience to address racism and/or bullying. While many students who experienced racism and bullying reported it to someone within their educational setting, such as their teacher or school counsellor, there were an equal number who didn t report it to anyone because they believe that nothing will come out of it. Participants also believe racism and bullying is systemic in most schools and there is a need to put in place more pre-emptive policies and programs to deal with the issue. It was suggested schools need to create a more inclusive environment and implement strategies to better support students from different ethnicities to mingle. Support systems Young people were appreciative of recent national measures such as the Racism It Stops With Me campaign and local Tasmanian programmes like PCYC which support better engagement with Police. However, they noted the need to see more action taken against those perpetrating racist and bullying behaviour through implementing stricter laws against verbal attacks. It was suggested that a multicultural person in the local police force could act as a liaison officer and help to eliminate cultural and trust barriers. There was strong support from young people for schools to implement more stringent rules to tackle racism, bullying and discipline issues. It was suggested that the implementation of a buddy system in schools would support new arrivals to build their confidence and resilience. While there are some multicultural festivals and events organised by local councils and communities, it was felt there is scope for increased engagement and interaction with the broader community by having these events occur more regularly. These events provide an opportunity for us to freely celebrate our festivals and feel safe about our culture and religion Youth participant 35 P a g e

36 Racism, Bullying & Safety Recommendations Increase funding for programs and campaigns tackling racism Increase the number of early intervention programs addressing racism and bullying in schools Increase funding through Local, State and Federal Governments to support multicultural events 36 P a g e

37 5.7 Relationships Relationship issues were identified as an important challenge for Tasmanian multicultural youth. A study of families from refugee backgrounds revealed a complex network of factors which influence how well refugee parents are able to envisage their families futures, and which determine their capacity to support their children in achieving their ambitions. Practical issues such as their level of English language skills and their access to and understanding of the Australian education and employment systems were significant factors, but other influences, such as their own experiences of uncertainty and unpredictability, and their on-going concerns for relatives still in situations of danger, were also found to be significant (Atwell, Gifford & McDonald-Wilmsen, 2009). This sentiment was echoed in the consultations by young people who cited family reunion as their biggest stressor. Young people identified Colony 47, the HSS orientation program and teachers as some of the existing support services assisting them with relationship challenges. The service provider consultations revealed that some of the key issues faced by young people in relation to family and relationships are intergenerational conflict, family violence, and the lack of crisis support services for young humanitarian entrants and the burden of responsibility particularly for year olds. Intergenerational conflict Family structures and dynamics can be significantly impacted by the refugee and migration experience. For refugee families some of the factors that impact on family relationships and lead to intergenerational conflict are directly related to the trauma of the refugee experience and the challenges of resettlement (MYAN, 2010b). Some of the factors that impact family dynamics and conflict include young people learning English faster than their parents leading to increased responsibilities and subtle changes in family roles, lack of information on the law, appropriate and acceptable disciplining strategies. Although there are some family support programs and parenting forums which specifically target CALD 37 P a g e

38 families, service providers noted the need for greater discussion with, within and between communities about navigating the various cultures at play through regular ongoing parenting forums. Family Violence There are cultural beliefs, norms, attitudes and traditions that perpetuate family violence in some communities; however this may be offset by values, traditions and attitudes that support safety and preventative factors against family violence. Women and children from culturally diverse backgrounds may be more vulnerable to family violence due to factors such as pre arrival trauma, lack of family support, fear of economic and social marginalisation, lack of knowledge or difficulty in accessing legal and support services, along with fear of the impact of reporting family violence on their residency status. Service providers noted that information on family violence provided during early settlement is quite comprehensive and information sessions, particularly for women, are leading to increased reporting in Tasmania. While there are some positive instances of collaborative approaches between the police, child protection and community organisations in intervening with family situations respectfully, there is a need for greater discussion and liaison between government, agencies and community organisations, along with adopting a more standardised approach, particularly with using interpreters in crisis situations. It was also noted that it would be beneficial for Memorandums of Understanding to be developed between police, child protection and specialist family support services and other community organisations working with culturally diverse families. The need for specialist training for the above organisations/agencies in relation to family violence and culturally diverse communities was also strongly suggested. Role Models The importance of young people from a CALD backgrounds having positive peer relationships and role models was raised. This is regarded as being particularly important because for many there is a constant struggle to adopt dual roles and identities, to conform to family expectations and to fit in with their peers. It is perceived that there is often a lack of gender appropriate role models within the local culturally diverse communities, with many older males from the communities struggling with their own settlement related challenges. 38 P a g e

39 The consultations revealed a lack of meaningful activity to connect young people with the community, to create a sense of place, and to support future opportunities for economic participation. It was suggested that activities of this type have a strong impact on a sense of self-worth, identity, and sense of belonging. Service providers noted serious behavioural and habitual issues within specific cohorts of high school aged young males from a refugee background and also a frequent sense of a void following year 12/13. A lack of meaning and meaningful activity was thought to contribute to this. The need for more pre-emptive strategies and services aimed at enhancing positive peer relationships through the creation of opportunities to meet other young people is considered extremely important. Strategies identified to support this include multicultural events, buddy systems, greater access to PCYC, Wilderness Program-type activities, greater consultation with boys and young men through schools and colleges, and increased teaming with mentors. The consultations also revealed the need for better relationships and greater cohesion within ethnic groups. Young people suggested leaders of their communities won t do anything proactive and need to change their mind set. The young people felt the need for more leadership opportunities for young and older people in their communities to enable them to take charge and make a difference. Crisis Support Agencies for CALD Women and Youth The lack of a specific crisis support agency to support family violence victims from culturally diverse communities was noted. Both service providers and young people pointed out that while mainstream agencies in Tasmania are doing their best to support members of culturally diverse communities in relation to family violence, these agencies do not have the capacity and expertise to address the complex needs of immigrant and refugee women and provide culturally sensitive service. This often places additional stress on the referring agency or person. It was also pointed out that mainstream agencies need mandatory cross cultural awareness training for support agency staff, taking into account issues such as changing settlement populations and associated implications, including settlement gender role identity issues and issues in families with adolescent young people. 39 P a g e

40 Relationships Recommendations More multicultural liaison positions in various services Funding for a culturally sensitive mediation service, particularly for family violence More leadership training opportunities for young people More opportunities for trans-generational consultation Increased opportunities to interact and connect with existing supports and learn from some of the good models of youth programmes offered on the mainland 40 P a g e

41 5.8 Driving Although obtaining a drivers licence was not as high on the priority list as other challenges faced by young people, it nonetheless was identified as playing a crucial role in settlement outcomes for new arrivals. Access and affordability of public and private transport has a bearing on other settlement outcomes including accessing employment, education, affordable housing and health. Multicultural youth noted that they face additional challenges compared to other young people when trying to obtain a drivers licence. Some of the additional challenges include limited English making learning to drive more difficult and resulting in repeated attempts at driving tests, limited access to people with a full driving licence and car preventing them from obtaining the requisite supervised driving hours, and a lack of understanding of the Australian road rules. The consultations revealed that existing driving programs such as MRC s Top Gear and Second Gear, along with support from RACT, enables access to some free lessons. Family members, friends and volunteers were also identified as providing support with obtaining a driver s licence and associated challenges. Despite being aware of support available to assist with obtaining a driver s licence, it was felt the existing resources and support are very limited and that needs far exceed the availability of support. Discussion about this topic focussed on language barriers, particularly for the older youth and parents. Simplification of the process of obtaining a full driver s licence was identified as a good strategy to increase the rate of success obtaining a licence. A shorter process, with fewer stages and only one major test which would result in a full licence was suggested, along with greater access to free driving lessons. Driving Recommendations Increased funding for agencies supporting young people with obtaining a driving licence Greater access to free driving lessons 41 P a g e

42 5.9 Sporting Opportunities Sport speaks to people in a language they can understand (Nelson Mandela, 2006). The ability of sports to transcend boundaries irrespective of age, race, culture and religion and become the vehicle for social inclusion is widely acknowledged. Access and equity issues to sporting opportunities was raised as a major discussion point during the focus groups conducted at high schools and colleges; however this topic was not identified in the consultation conducted with 17 to 25 year olds. The focus groups indicated there was a strong perception among both the students and teachers that students who play sport are generally wellaccepted in the school community. Young people felt that due to their lack of connections with the local community, they were disadvantaged in accessing sporting clubs. Moreover, the high costs involved in terms of fees and purchasing equipment were seen as a barrier. Lack of parental support to pursue sporting interests was also identified as a challenge. Participants appreciated the sporting opportunities available through some local clubs in Hobart and Glenorchy, along with access to free activities such as the MRC s swimming program. However, they voiced a need for more programs along these lines. Sporting Recommendations Free access to sports centres and sporting clubs for disadvantaged youth. 42 P a g e

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44 6. Summary of Recommendations 44 P a g e

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