Impact of refugee trauma on children's occupational role as school students*

Abstract

Current literature identifies a lack of knowledge and understanding of the long‐term responses to extreme trauma in children, particularly from an occupational therapy perspective. Five school children participated in the present study to explore and describe a child's occupational performance as a school student following their experience of refugee trauma. The study used semi‐structured, indepth interviews with the children, parents and teachers. The interviews were combined with participant observation within various school environments. The results indicate that a child's student role performance can be affected by the experience of refugee trauma. Effects were manifested in various ways, such as poor academic performance, gross motor problems and difficulty interacting with peers. It is critical that occupational therapists recognize their potential contribution in meeting the needs of children from politically troubled countries who have experienced trauma. Opportunities to work with these children are suggested, as are avenues for further research.

Love Thy Neighbor: Current and Potential Responses to Young, Male, Syrian, Refugee Students in the European Union Higher Education Sector

“…There are numerous studies that relate refugee students' psychosocial development with educational success (Driver & Beltran, 1998). HEIs can assist YMSRSs in their educational achievement by providing them with adequate, mental health services.…”

Handbook of Resilience in Children of War

“…Thirty per cent had been reprimanded for behaviour problems at school during the past year, including disobeying rules, disruptive or lewd behaviour, truancy, weapons-related issues and threats or violence (Berthold, 2000 ). Higher academic achievement among this group of Khmer adolescents was associated with experiencing lower levels of exposure to violence over their lifetime and having fewer reported behaviour problems at the present time (Berthold, 2000 ) In a study of refugee children living in Australia, Driver and Beltran ( 1998 ) found that the majority of children interviewed experienced disturbing psychological symptoms, including nightmares, intrusive memories and somatic complaints, as well as dif fi culties with concentration, attention and motor coordination. These children exhibited a number of academic dif fi culties, including problems with reading, mathematics, handwriting and homework completion, which the authors attribute at least in part to premigration experiences and ongoing dif fi culties with cognitive and sensory motor processes (Driver & Beltran, 1998 ).…”

“…When entering a new and unfamiliar school systemparticularly in situations where premigration academic experiences were limited, unstable or interrupted-the initial postmigration assessment and placement process can be challenging and requires the sensitive and appropriate determination of appropriate grade level, as well as an assessment of any learning disabilities or psychological dif fi culties (Kapreilian-Churchill, 1996 ) . Even when placed in appropriate courses, it can be challenging for students and their families to adapt to the structure, curriculum and learning expectations of the new school system, as well as to potentially different values and attitudes regarding discipline, authority and the value of extracurricular activities (Cole, 1998 ;Driver & Beltran, 1998 ;Kapreilian-Churchill, 1996 ) .…”

“…For many, the challenge of learning a new language poses an additional barrier to adjustment, academic advancement and the development of social relationships (Cole, 1998 ;Driver & Beltran, 1998 ;Kapreilian-Churchill, 1996 ) . In a 2000 study of Southeast Asian refugee youth living in Canada, participants commonly reported having dif fi culty adjusting to school due in part to stress, insecurity and academic dif fi culties associated with limited English fl uency (Hyman, Vu, & Beiser, 2000 ) .…”

“…For example, parents may fi nd it dif fi cult to communicate with school personnel due to language or cultural barriers, and may feel uninformed about the workings of the system or unable to assist their children in completing academic assignments (Cole, 1998 ;Driver & Beltran, 1998 ) . In a qualitative study of African refugee and immigrant youth, Baffoe ( 2007 ) found that a small sample of eight parents and four community leaders complained about the lack of formal orientation and support programmes available to assist them in integrating into the new school system.…”