Stress, mental health, and self-care among refugee teachers in Malaysia.

Abstract

The mental health of post-conflict refugee teachers is understudied, yet critically important given the current refugee crisis which has displaced more than 70 million people (UNHCR, 2019). Teachers in hidden refugee schools 1 are often refugees themselves, have little teacher education, and are faced with overwhelming classroom demands and other unique stressors. This study utilizes a mixed method design to examine stress, mental health (i.e., depression, and anxiety), and self-care among teachers in hidden refugee schools in Kuala Lumpur, Malaysia. Quantitative data are archival, collected in Malaysia in 2013. Quantitative study participants included 97 primarily Burmese refugee teachers and 26 nonrefugee teachers living in Malaysia. Quantitative measures included (a) Depression, Anxiety, and Stress Scales (DASS); (b) a self-care strategies questionnaire, and (c) a demographic questionnaire. Quantitative results suggest that refugee teachers have significantly higher

School violence, depression symptoms, and school climate: a cross-sectional study of Congolese and Burundian refugee children

“…In refugee settings, children may be at increased risk of violence due to overcrowding and resource constraints, a general lack of security, political tensions, and weak child protection referral and response systems [ 31 , 32 ]. In these contexts, school violence may be further exacerbated by teachers’ high levels of stress and histories of trauma, which may affect their use of violent discipline and ability to effectively supervise students in class [ 33 , 34 ]. Norms that promote or condone use of violence may also contribute to high levels of teacher and peer violence [ 35 ].…”

Introduction to special issue on promoting health and well-being in forcibly displaced asian populations.

“…Cowling and Anderson (2021) examine teacher perceptions of Chin refugee students and find evidence that these students often struggle with their education due to language difficulties, lack of resources, experienced discrimination, fear caused by their lack of legal status, and cultural values within their community that devalue education. In a mixed methods study, Gosnell et al (2021) find that teachers of refugees in Malaysia (predominantly refugees themselves) struggle with mental health problems, stress, and low levels of self-care, with younger teachers and female teachers struggling in particular. In addition, consistent with Cowling and Anderson (2021) and Gosnell et al (2021) found that these teachers also struggled with fear due to their precarious legal status, discrimination, and lack of resources.…”

“…In a mixed methods study, Gosnell et al (2021) find that teachers of refugees in Malaysia (predominantly refugees themselves) struggle with mental health problems, stress, and low levels of self-care, with younger teachers and female teachers struggling in particular. In addition, consistent with Cowling and Anderson (2021) and Gosnell et al (2021) found that these teachers also struggled with fear due to their precarious legal status, discrimination, and lack of resources.…”

“…This special issue of the Asian American Journal of Psychology aims to provide a better understanding of the factors impacting the health and well-being of forcibly displaced Asian populations. Reflecting the current humanitarian crisis in Myanmar, half of the papers in this collection focus on refugees from that country: the Chin living in Malaysia (Cowling & Anderson, 2021; Gosnell et al, 2021), the Karen and Burman living in Thailand (Haroz et al, 2021), and the Rohingyas living in Bangladesh (Mozumder & Islam, 2021). Other papers in this collection focus on Lhotshampa Bhutanese refugees living in the United States (Meyerhoff et al, 2021) and on Sri Lankan populations both internally displaced due to war and tsunami (Demaske et al, 2021; Wessells & Kostelny, 2021) and living abroad as refugees (in Canada; Pandalangat & Kanagaratnam, 2021).…”

“…The papers within this collection address a number of key challenges faced by forcibly displaced Asian populations. Cowling and Anderson (2021) and Gosnell et al (2021) both focus on the stressors associated with being a long-term refugee in Malaysia, a country where refugees are considered illegal immigrants due to the fact that the country is not a signatory to the 1951 Refugee Convention. Cowling and Anderson (2021) examine teacher perceptions of Chin refugee students and find evidence that these students often struggle with their education due to language difficulties, lack of resources, experienced discrimination, fear caused by their lack of legal status, and cultural values within their community that devalue education.…”