Providing emotional support

One of the areas which often most concerns teachers is providing emotional support to children who may be traumatised.  Even though stressful experiences are common amongst refugees and other newly arrived pupils,  responses are varied and it is important not to label the child, or predict certain patterns of behaviour particularly on the basis of one event.  If problems do occur, it is best to talk to the child about how they are feeling, be aware of what they have been through and know when to call for expert advice.  

Some schools give particular teachers responsibility for pastoral support of pupils from asylum seeking backgrounds. Teachers with no specific training in working with refugees should not underestimate the importance of listening to the pupil and asking them questions about how they are feeling.  A small number of children manifest disturbed behaviour and require specialist support.

Some schools give responsibility for pastoral support of 'new' children to an individual teacher who has had training in working with refugee pupils. As part of their work programme these teachers may run daily lunchtime and after school clubs for pupils experiencing difficulties with their class work or whose home circumstances make study difficult. At the club, pupils can receive teacher and peer support with homework or undertake some IT and art activity. Such clubs can also act as a ‘haven’ for pupils who are not yet ready to interact with large groups of pupils during breaks, and the teacher may have a private ‘drop-in’ area where pupils can confidentially discuss any problems or concerns.

Further support and guidance can be obtained from the Refugee Council or read the NUT booklet Relearning to Learn