The number of migrant and refugee school-age children around the world has grown by 26% since 2000. Eight years on from the beginning of the Syrian conflict, a new paper released today and at an event in the Netherlands looks at the importance of making sure that education systems are set up to address the trauma that many of these children face before, and during their journeys to new countries. In particular, teachers need better training to provide psychosocial support to these children, including through social and emotional learning.
In Germany, about one-third of refugee children suffer from mental illness, and one-fifth suffer from post-traumatic stress disorder. Unaccompanied minors are particularly vulnerable. One third of 160 unaccompanied asylum seeking children in Norway from Afghanistan, the Islamic Republic of Iran and Somalia suffered from post-traumatic stress disorder. Among 166 unaccompanied refugee children and adolescents in Belgium, 37-47% had ‘severe or very severe’ symptoms of anxiety, depression and PTSD.
Rates of trauma among the displaced in low and middle income countries are also high. For instance, 75% of 331 internally displaced children in camps in southern Darfur in Sudan met diagnostic criteria for post-traumatic stress disorder, and 38% had depression.
In the absence of health centres, schools can play a key role in restoring a sense of stability. Teachers are not and should never be leant on as mental health specialists, but they can be a crucial source of support for children suffering from trauma if they’re given the right training. But they need basic knowledge about trauma symptoms and providing help to students, which many do not have. NGOs, including the International Rescue Committee, iACT, and Plan International, are training teachers to face this challenge through their programmes, but their reach is not enough.
In Germany, the majority of teachers and day-care workers said that they did not feel properly prepared to address the needs of refugee children. In the Netherlands, 20% of teachers with more than 18 years of experience working in mainstream schools reported that they experienced a high degree of difficulty dealing with students with trauma. The vast majority of these teachers (89%) encountered at least one student with trauma in their work. A review of early childhood care and education facilities for refugee children in Europe and North America found that, although many programmes recognized the importance of providing trauma-informed care, appropriate training and resources were ‘almost universally lacking’.
The paper shows the importance of social and emotional learning, as an approach to psychosocial support which targets skills, such as resilience, to manage stress, and is often rolled out through interactive, group-based discussions or role play. It shows the importance of this approach for less acute situations but emphasizes that for more challenging cases trained specialists are needed.
It is also important to involve parents in social and emotional learning so that activities can continue at home. One programme in Chicago looked at addressing symptoms of depression among Mexican immigrant women and primary school children with in- and after- school programmes and home visits, for instance, and improved school work, child mental health and family communication.
- Learning environments must be safe, nurturing and responsive.
- Teachers working with migrant and refugee students who have suffered trauma face particular hardships and need training to cope with challenges in the classroom.
- Psychosocial interventions require cooperation between education, health and social protection services.
- Social and emotional learning interventions need to be culturally sensitive and adapted to context. They should be delivered through extra-curricular activities as well.
- Community and parental involvement should not be neglected.