Coleman, Jacqueline2025-10-1720111834-7258https://hdl.handle.net/20.500.14802/19661This article discusses the findings of a study conducted to investigate the responses of mainstream primary teachers in a non-metropolitan area to the African refugee English Language Learners CELLs), that is, children learning English as an additional language, in their classes. The study found that a dichotomy exists between the teachers' pastoral and pedagogical responses to these students, that is, a 'pastoral academic divide' (Clark, 2008). The teachers in the study had strong, traditional pastoral responses to their ELLs which focused primarily on promoting their social inclusion, but minimal pedagogical, or academic responses. This article considers some of the implications of a `pastoral academic divide' for the academic success of these students, and thus for achieving the potential that social inclusion opens up. It suggests that it may be beneficial for school staff to revisit and interrogate their conceptualisation and delivery of pastoral care, especially to ELLs and other minority group students, and to consider the incorporation of academic elements into that conceptualisation and delivery.Journal articleControlled201008805