“I Will Paddle My Own Canoe”: Experiences of Unaccompanied Refugee Children

Chimbala-Kalenga, Rosemary; Meda, Lawrence

doi:10.1080/09709274.2016.11907002

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Unaccompanied children have an elevated risk of psychopathology and lower service engagement when compared with children who were accompanied by a family member during their migration. 55,56 Thus, providing an inclusive social and academic environment that supports refugee children's ability to express their emotions, interacts with adults who are responsive and shows love, respect and care and provision of learning materials and interventions that attend to their specific needs are probable ways of assisting refugee children adapt to the life of the school. As noted by Tyrer and Fazel, 57 the focus of most of the intervention programmes for refugee children included in their review is on children's posttraumatic experience, whilst noting that the school-and community-based interventions showed substantial improvements for cases of depression, anxiety, Post Traumatic Stress Disorder (PTSD), functional disturbances and peer problems.…”

Section: Discussionmentioning

confidence: 99%

Interventions supporting the integration of refugee children in the primary school life: Roles of the child’s contexts of development

Adams-Ojugbele

Mashiya

2020

The Journal for Transdisciplinary Research in Southern Africa

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The development of children in an atmosphere that supports and promotes their socio-emotional, physical and cognitive well-being is imperative for the realisation of the sustainable development goal 4 for 2030. The school environment constitutes an important context where children learn and acquire both social and academic skills, through their interaction with adults and peers, materials and objects in their immediate environment. The aim of this article was to advance the debate on studies focussing on intervention programmes that support the school adjustment of refugee children in primary schools in host countries. Specifically, the article focussed on analysing the available school-based intervention programmes for refugee children in the primary school life. The article utilised the integration theory and the bioecological model of human development as lenses for analysis. The article picked on selected empirical articles and reviews for inclusion in the analysis. Findings from the analysis indicate that the primary school experiences of refugee children in different parts of the world are complex and vary. Whilst some refugee children enjoy inclusion in the primary school life, others are faced with varied challenges, which might impact negatively on their successful integration and adjustment into the school system. This article advocates for an inclusive intervention, where the different persons and contexts involved in the social and academic integration of refugee children interact in a manner that promotes and supports the specific social and developmental needs of refugee children for a favourable outcome.

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Section: Discussionmentioning

confidence: 99%

Interventions supporting the integration of refugee children in the primary school life: Roles of the child’s contexts of development

Adams-Ojugbele

Mashiya

2020

The Journal for Transdisciplinary Research in Southern Africa

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Sustainable Education: Unlocking Hope for Refugee Children

Olufunke Adams-Ojugbele

2024

Refugees and Migrants - Current Conditions and Future Trends [Working Title]

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This theoretical paper critically examines the education of refugee children in primary schools in South Africa. Early and primary education plays a pivotal role in equipping children with essential skills for future academic success. Therefore, it is essential that all children have equitable access to quality education, facilitating their optimal development without encountering barriers along their educational journey. This lays the foundation for their subsequent education and overall development. This article operates under the premise that despite existing policies, including national and international legal frameworks, advocating for equal educational access and quality provision for refugee and asylum-seeking children, the historical and ongoing challenges faced by this demographic, alongside instances of insufficient access and inadequate quality of provision affecting a broader refugee population, necessitate immediate attention. Failure to address these issues could have adverse effects on the academic attainment and future prospects of refugee children.

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“I Will Paddle My Own Canoe”: Experiences of Unaccompanied Refugee Children

Cited by 2 publications

References 3 publications

Interventions supporting the integration of refugee children in the primary school life: Roles of the child’s contexts of development

Interventions supporting the integration of refugee children in the primary school life: Roles of the child’s contexts of development

Sustainable Education: Unlocking Hope for Refugee Children

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