ERIC Number: ED462489
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Far from the Battle but Still at War: Troubled Refugee Children in School.
Blackwell, Dick; Melzak, Sheila
This booklet describes issues that may occur in schools with refugee children, examining how to cope with refugee children who are unable to participate adequately in school. It describes how these children's problems show up (e.g., explosive anger, problems with authority, disruptiveness, inability to concentrate, rule testing, withdrawal, academic failure, or age inappropriate behavior). These children have fled from dangerous and extremely difficult and frightening circumstances. They may be traumatized and may be struggling with the concept of attending school, with literacy (in English and their native language), and with cultural identity. Teachers may not know how to respond appropriately to these students. This booklet suggests ways in which teachers may help refugee children to cope with their emotions and manage their behavior. It is essential to establish links with the children's families, though it is often difficult to establish good communication with parents of traumatized refugee children. How to discipline refugee students is a complex issue, and consultation with child care and mental health professionals may be useful. Steps that teachers can take include managing their own feelings, being realistic, knowing what students need, managing students' behavior, referring children for specialist help, being supportive, and welcoming refugees. Three appendices contain case studies, relevant addresses and resources, and a list of material for further reading. (SM)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Child Psychotherapy Trust, London (England).