For Educators
After refugee children have been settled into a new community within the United States, there are still many more challenges to be faced. In many cases, children’s mental and emotional well-being do not show signs of improvement after settlement because of the new stress caused by their new school community, personal identity, and having to advocate for the family due to language barriers (Qingwen 2007).
School can also be terrifying to children if they cannot be comforted with their own language (Hurley et al. 2011) Embarrassment about education level and competence in the classroom can lead to withdrawal of refugee children from social interaction and sometimes class altogether (Windle 2012). Regarding children (especially adolescents) in English programs, it is common that some students have poor attendance, fail out of school, or transition poorly to high school (Windle 2012). Also, child malnutrition could be affecting the child’s behavior and learning in ways that are yet to be discovered (Windle 2012).
Ways in which parents are able to adapt and cope with their new surroundings will greatly influence the transition process for their children and their ability to adjust to their new school (Hart 2009). Unresolved feelings surrounding displacement and trauma may interfere with the child’s ability to perform in school (Hart 2009). Support from parents, extended family (when possible), and community organizations can impact the outcome of assimilation to the school environment (Hart 2009).
In a study conducted with students of the Los Angeles area, it was found that exposure to violence within the community was associated with lower levels of academic success, poor self-regulation, depression, and disruptive behavior (Hart 2009). Both depression and disruptive behavior were correlated with poor academic performance (Hart 2009). Also, it was found that children who are exposed to violence in their communities are more likely to be bullied (Hart 2009).
Trauma can influence school performance in many ways, but courses that appear most affected are math, physics, and grammar (Hart 2009). It also seems that the more severe the trauma, the greater trouble with academic performance (Hart 2009). Children who have been exposed to trauma may sometimes be treated differently by teachers (Hart 2009). This could be a result of concern for emotional stability or having lower expectations of them because of their past (Hart 2009).
In cases in which the child was shielded from some of the stress that their parents are experiencing (such as persecution or unemployment) it is important to acknowledge that children will experience stress vicariously and this could be more harmful (Hart 2009).
Because children are resilient and able to adapt more quickly than their parents to new environments, service providers/educators/parents may overlook signs of developmental delays and dysfunction (Qingwen 2007). The United States works to address this through child-centered resettlement programs (Qingwen 2007).