Psychological alienation and its relationship to academic achievement among refugee students in public schools

Abstract

Introduction. Psychological alienation, characterized by feelings of estrangement and isolation, negatively impacts the academic performance of refugee students in public schools. This sense of alienation, originating from their unique experiences and sudden environmental changes, can impede their educational engagement and adaptation. However, a supportive learning environment can alleviate these effects, enhancing the sense of belonging and facilitating academic success. Therefore, recognizing this relationship between alienation and academic achievement is essential for developing effective educational strategies for refugee students. Aim. This study explores the level of psychological alienation among refugee students in public schools and investigates its relationship with academic achievement. Study participants and methods. The study analyzes data from 160 secondary school students in the Amman Governorate schools for the 2022/2023 academic year utilizing a descriptive analytical approach. A specially prepared psychological alienation scale was used to quantify five dimensions of alienation: self-estrangement, social isolation, aimlessness, non-normative behavior, and rebellion. The results. The study shows that psychological alienation is prevalent among refugee pupils attending public schools, with an average score of 3.68 out of 5, indicative of considerable psychological alienation (184.0%). Mean ratings of 3.76 (18.8%), 3.57 (17%), 3.80 (19%), 3.71 (185.0%), and 3.59 (179.0%) were assigned to the aspects of alienation from oneself, social isolation, the aimless, non-normative, and rebellion, respectively. It was found that there were no significant differences between male and female refugee students' average scores on most dimensions (p-values > 0.05), with some exceptions including Alienation from oneself (M: 7.3, F: 7.1, p=0.23) and Social Isolation (M: 6.8, F: 6.5, p=0.12). Female students scored higher than male students on The Aimless dimension (M: 6.2, F: 6.7, p=0.02), suggesting that they are more aimless. These numbers highlight the widespread psychological alienation among refugee students, highlighting the need for individualised therapies that take into account the nuances of experiences across dimensions, such as those of female students in The Aimless. Conclusions. This study shed light on the pervasiveness of psychological alienation among immigrant kids in public schools, finding no significant differences between the sexes. Although more research is needed to determine the full extent of the relationship between alienation and academic success, this study highlights the critical need for targeted interventions like counselling and mentoring programs to help reduce alienation and improve academic outcomes. Educators, policymakers, and mental health professionals can use these results as a springboard to create holistic educational strategies and support systems tailored to refugee students that will help them flourish emotionally and academically.