Emotional and Psychological Issues

Some (though not all) early stage learners of EAL will have experienced a multiplicity of different stressful events, both in their home country and in Britain. This is particularly likely if the pupil is  from a refugee or asylum-seeking background.  Most learners will be able to cope with these stresses, but some will remain unsettled and vulnerable. Teachers and schools need to understand factors of vulnerability and resilience in order to help.

• Direct experience of violence

• Actual loss or fear of loss of people or possessions

• Unknown future and limited understanding of why they are living in a new country

• Change, particularly unplanned and unconsulted change

• Traumatic experience or extreme events

• Scapegoating

• Secrecy

• Isolation

Stress can manifest itself in any number of ways including: sleep disorders, attention seeking behaviours, difficulties concentrating and thinking, physical symptoms, crying and sadness, withdrawn or aggressive behaviour. Schools and teachers can help by increasing children’s resilience

Resilience Factors

• Belonging - to a community, school and wider community

• Thinking - forming reflective relationships with adults

• Expressing their thoughts through talking, music and art

• Choosing - active strategies which give children power over events

• Communicating - dealing with conflicts in a non-aggressive way

• Integrating - their own culture and the culture of exile

Adapted from  guidance from the Refugee Council and The Medical Foundation for the Care of Victims of Torture