During war and forced displacement, children are exposed to cruelty, threats, and suffering, the like of which most people in peaceful nations will never know. Upon arrival in host countries in Europe, most refugee children are immediately placed in local schools, since it is generally believed that schools— by offering routine and structure— can provide a ‘safe space’ for trauma-affected children (Eide & Hjern, 2013). Teachers, thus, end up at the “frontline of dealing with the global refugee crisis” (Capstick, 2018, p. 72).

Following increased forced migration in Europe since 2015, several studies have shown high prevalence of trauma exposure among refugee children and youth, as well as high rates of mental health problems like anxiety, depression, and post-traumatic stress disorder (Jensen et al., 2019; Nilsen et al., 2022). However, teachers in European host nations are often ill-equipped at dealing with— and caring for— trauma-affected refugee children (Costa, 2018; Djampour, 2018; Kalisha, 2023). Despite cautions against relying on teachers as mental health professionals, teachers are nonetheless perceived as advocates for trauma-affected children (UNICEF, 2019). In fact, Pastoor (2016) argues that it is crucial teachers have adequate knowledge on how trauma exposure during war, flight, and exile impact refugee children’s learning and behavior in the classroom.  

If schools and schooling is indeed relied upon to address vulnerability, trauma, and other migratory-related difficulties, where does this leave teachers? How do teachers understand their role and responsibility in classrooms with refugee children?

This study explores teachers’ encounters with trauma-affected refugee children in Norway. Through semi-structured interviews, teachers are invited to share experiences of their ability and capacity to support refugee learners in their classrooms. The study draws on the concept of response-ability, defined as the ‘ability or capacity to respond’ (Bozalek & Zembylas, 2021). We integrate, too, theories on trauma-informed pedagogy (e.g., Brunzell et al., 2019; Palanac, 2019; UNHCR, 2017). 

Interview data is scheduled to be collected from teachers (n= ca. 7) working in government schools in Norway, between February and April 2024, following ethical approval. Data will be thematically analyzed using a mixture of emic and etic coding approaches.

The study aims to provide new knowledge and insights into teachers experiences in classrooms with trauma-affected refugee children. As such, the study will contribute to ongoing efforts to meet the psychosocial and learning needs of refugee children in schools across Europe. It also highlights the integral role of teachers in this endeavor.

Bozalek, V., & Zembylas, M. (2021). Towards a ‘Response-able’ Pedagogy across Higher Education Institutions in Post-apartheid South Africa: An Ethico-political Analysis. In V. Bozalek, M. Zembylas, and J. C. Tronto (eds.) Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies (pp. 27–37). London and New York: Routledge Brunzell, T., Stokes, H. & Waters, L. (2019). Shifting Teacher Practice in Trauma-Affected Classrooms: Practice Pedagogy Strategies Within a Trauma-Informed Positive Education Model. School Mental Health 11, 600–614. https://doi.org/10.1007/s12310-018-09308-8 Capstick, T. (2018). Language for Resilience: Cross-Disciplinary Perspectives. British Council. www.britishcouncil.org/sites/default/files/language_for_resilience_-_cross-disciplinary_perspectives_0.pdf Costa, B. (2018). Supporting the supporters – how to be helpful without being a hindrance, in T. Capstick (ed.) Language for Resilience: Cross-Disciplinary Perspectives (pp. 62-63). British Council. www.britishcouncil.org/sites/default/files/language_for_resilience_-_cross-disciplinary_perspectives_0.pdf Djampour, P. (2018). Border crossing bodies: The stories of eight youth with experiences of migrating [PhD thesis]. Malmö University, Faculty of Health and Society https://doi.org/10.24834/2043/24776 Eide, K. & Hjern, A. (2013). Unaccompanied refugee children – vulnerability and agency. Acta Paediatrica 102(7), 666-668. https://doi.org/10.111/apa.12258 Jensen, T.K., Skar, A.-M.S., Andersson, E.S., et al. (2019) Long-term mental health in unaccompanied refugee minors: Pre-and post-flight predictors. European Child & Adolescent Psychiatry 28, 1671–82 Kalisha, W. (2023). Vulnerable enough for inclusion? Unaccompanied minors’ experiences of vulnerability and trauma on their way to Norway. In I. Bostad, M. Papastephanou & T. Strand (eds.) Justice, Education, and the World of Today: Philosophical Investigations (pp. 131-154). Routledge. Nilsen, S. N., Kvestad, I. Randal, S. B., Hysing, M., Sayyad, N., & Bøe, T. (2022). Mental health among unaccompanied refugee minors after settling in Norway: A matched cross-sectional study, Scandinavian Journal of Public Health 51(3), 430-441. DOI: 10.1177/14034948221100103 Palanac, A. (2019). Towards a trauma-informed ELT pedagogy for refugees. Language Issues, 30(2), 3-14. Pastoor, L. d. W. (2016). Enslige unge flyktningers psykososiale utfordringer: behovet for en flyktningkompetent skole. I C. Øverlien, M. I. Hauge & J. H. Schultz (Red.), Barn, vold og traumer. Møter med unge i utsatte livssituasjoner (s. 200-219). Oslo: Universitetsforlaget. UNHCR (United Nations High Commissioner for Refugees, 2017). Teaching about Refugees: Guidance on Working with Refugee Children Struggling with Stress and Trauma. www.unhcr.org/uk/59d346de4.pdf