In addition to problems related to employment and certification, teachers with migrant backgrounds have difficulties adapting to new teaching philosophies as well as professionally integrating into the school culture and teacher network (Niyubahwe, Mukamurera and Jutras, 2013[i76j). There are different sets of vulnerabilities that accompany direct and indirect displacement, which might affect students’ sense of self. Social workers and psychologists, who also have experience working with immigrant students, can provide extra support to teachers who teach in diverse classrooms. However, there is no longer a requixement of having to paxticipate in an induction programme with a personal mentor in order to obtain a teacher certification. Therefore, there are fewer mentorship courses offered for experienced teachers (Gerrevall, 2014(2ooi).