In Denmark, the education of newly arrived migrant and refugee children and youth in primary and lower secondary school has traditionally taken place in so-called reception classes aiming at gradual transition to mainstream schooling. Studies have shown that segregated reception classes may not be the most effective way of preparing newcomers for successful integration into a new educational system, but at the same time, direct integration into mainstream classes likewise constitute a highly questionable model (Rambøll 2015). Therefore a range of new ways of organizing the education of newcomers are currently designed, implemented and evaluated. This paper focuses on one such educational model designed and implemented by a large Danish municipality. The model is targeted at 16-18 year old newcomers from diverse linguistic and cultural backgrounds and with highly varying experiences of schooling. A number of general questions arise when investigating educational models targeting this particular group of newcomers since these 'late newcomers' face specific challenges. They have very different life trajectories; some are unaccompanied minors, and for others, the future remains uncertain, as some may have to return to their country of origin. In most cases, gradual transition to and integration in mainstream schooling will be difficult or impossible. So what kind of educational model fits the particular needs of this specific group of newcomers? The paper draws on insights from a qualitative investigation of the educational model which we (a small group of researchers) were commissioned by the municipality to carry out in 2019. The research design involves observations in Danish language classes and in four short courses in vocational training in agriculture, business and service, health and mechanics; interviews with students and teachers and participation in parent-teacher meetings and other relevant activities related to the educational model. The paper presents preliminary analysis of this empirical material.
