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The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway

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  • Pastoor, Lutine de Wal

Abstract

This article explores the role of schools in supporting unaccompanied young refugees in critical psychosocial transitions concerning processes of socialisation, integration and rehabilitation upon resettlement. Drawing from a qualitative research project based on interviews with students and staff conducted during fieldwork in five secondary schools in Norway, the findings suggest that the psychosocial support provided by schools is random and lacks a concerted effort among relevant professionals. Making schools refugee-competent calls for more comprehensive representations of refugee students and teachers, enhanced collaboration concerning psychosocial support as well as school-based interventions as an integral part of educational policy and practice.

Suggested Citation

  • Pastoor, Lutine de Wal, 2015. "The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway," International Journal of Educational Development, Elsevier, vol. 41(C), pages 245-254.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:245-254
    DOI: 10.1016/j.ijedudev.2014.10.009
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    References listed on IDEAS

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    1. Bean, Tammy M. & Eurelings-Bontekoe, Elisabeth & Spinhoven, Philip, 2007. "Course and predictors of mental health of unaccompanied refugee minors in the Netherlands: One year follow-up," Social Science & Medicine, Elsevier, vol. 64(6), pages 1204-1215, March.
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    Cited by:

    1. Häggström, Felix & Borsch, Anne Sofie & Skovdal, Morten, 2020. "Caring alone: The boundaries of teachers' ethics of care for newly arrived immigrant and refugee learners in Denmark," Children and Youth Services Review, Elsevier, vol. 117(C).
    2. Skovdal, Morten & Campbell, Catherine, 2015. "Beyond education: What role can schools play in the support and protection of children in extreme settings?," International Journal of Educational Development, Elsevier, vol. 41(C), pages 175-183.
    3. Gimeno-Monterde, Chabier & Gutiérrez-Sánchez, José David, 2019. "Fostering unaccompanied migrating minors. A cross-border comparison," Children and Youth Services Review, Elsevier, vol. 99(C), pages 36-42.
    4. Malin E. Wimelius & Malin Eriksson & Joakim Isaksson & Mehdi Ghazinour, 2017. "Swedish Reception of Unaccompanied Refugee Children—Promoting Integration?," Journal of International Migration and Integration, Springer, vol. 18(1), pages 143-157, February.
    5. Fazel, Mina, 2015. "A moment of change: Facilitating refugee children's mental health in UK schools," International Journal of Educational Development, Elsevier, vol. 41(C), pages 255-261.
    6. Kirsi Peltonen & Sanni Aalto & Mervi Vänskä & Riina Lepistö & Raija-Leena Punamäki & Emma Soye & Charles Watters & Lutine de Wal Pastoor & Ilse Derluyn & Reeta Kankaanpää, 2022. "Effectiveness of Promotive and Preventive Psychosocial Interventions on Improving the Mental Health of Finnish-Born and Immigrant Adolescents," IJERPH, MDPI, vol. 19(6), pages 1-20, March.
    7. Nikolett Szelei & Ines Devlieger & An Verelst & Caroline Spaas & Signe Smith Jervelund & Nina Langer Primdahl & Morten Skovdal & Marianne Opaas & Natalie Durbeej & Fatumo Osman & Emma Soye & Hilde Col, 2022. "Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic: Implications for Educational Inclusion," Social Inclusion, Cogitatio Press, vol. 10(2), pages 172-184.
    8. Christopher Jamil de Montgomery & Marie Norredam & Allan Krasnik & Jørgen Holm Petersen & Emma Björkenstam & Lisa Berg & Anders Hjern & Marit Sijbrandij & Peter Klimek & Ellenor Mittendorfer-Rutz, 2022. "Labour market marginalisation in young refugees and their majority peers in Denmark and Sweden: The role of common mental disorders and secondary school completion," PLOS ONE, Public Library of Science, vol. 17(2), pages 1-16, February.

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