Refugee children in your classroom

‘Refugee children are also primarily children. Their normality should come first. I see people too quickly running away with the idea of ​​flight and trauma. They lose sight of the child.’

Drastic events

For refugee children the events in their lives are drastic. Children must leave the country where they lived and end up in an environment that is unfamiliar to them, often with a different language, different customs and leaving friends and sometimes family behind. Newcomers, risk growing up in poverty. All these issues cause a lot of stress for these children. 

Refugee families face many different challenges: dealing with loss, separation from family and friends, uncertainty about the future, feelings of guilt, difficult living conditions, disruption of family dynamics and role division within the family, loss of extended family for social and emotional support, pressure and high expectations from the country of origin, financial problems, a new culture and language, etc. 

The issues mentioned above can be traumatic in themselves, but they do not have to be. Do not automatically assume trauma, but keep in mind that if the parents of these children are struggling with trauma issues, they may find it difficult to provide sufficient support. As a result, many refugee children suffer from extensive stress for a longer period which makes their resilience less.

Teachers could play an important role

‘Refugee children are often detached in a rough way. Teachers play a very important role for them. It is important to be very predictable, in your behaviour and in the activities that are done. For children it is also important to return to a normal life after a disruptive event. This also includes setting boundaries and making demands. Children themselves want to become ‘normal’ children again as soon as possible. Luckily the resilience of children is enormous. 

Helping to connect

Newcomers (but this applies to everyone who experiences very big transitions) are the most vulnerable in the first six months after the transition. The sooner they connect (support!) with other children and the teacher, the better. 

For refugee children, social safety is even more important than for other children. Prevention of bullying and discrimination is important for these children who have often experienced a lot of insecurity in the past.

Let the class help. Research confirms it: Support from the children in the class is incredibly necessary and can do an incredible amount of good.

Techers-student connection is very important

Help children to feel welcome: draw the flag of their country, put their name on the board (learn to pronounce it in the correct way) when they first arrive and make sure there is a table, chair and school belonging ready.

Help make the environment as predictable as possible. Show what is coming, tell what is coming. Make sure that you can be followed as a teacher. Say what you do and do what you say. Certain routines can be a great help.

Using sensitive language helps. For example, don’t say: ‘You don’t have to cry, it’s not dangerous here anymore’, but: ‘How awful that you went through this. You must have been scared.’ 

Give responsibility, because being given responsibility for something (no matter how small) means that you matter, that you can decide something. 

It helps if the teacher knows something about the background of these children. Knowledge of the country of origin and culture and customs helps the child to feel at home. It is also good to realize that trauma is not experienced the same in every culture.

If you have refugee children in your class, it is good to prepare your class for this (if possible). Not all children have a good idea of ​​this. Here are a few books that you can read and use for conversations.

Finally remember they are primarily children instead of victims.