‘The teacher makes us feel like we are a family’: students from refugee backgrounds’ perceptions of physical education in Swedish schools

Abstract

Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students' perceptions of Physical Education (PE).Purpose: The aim of this study was to investigate refugee-background students' perceptions of PE in Swedish high schools, using a salutogenic approach.Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16-18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and Albania.Data collection/analysis: A total of 11 semi-structured interviews were conducted, and the interviews were systematically coded and analyzed using the sense of coherence (SOC) components as analytical tools.Findings: Three themes were identified that captured the students' perceptions and experiences: (1) PE was perceived as more meaningful in Sweden than in their country of origin due to short-term benefits (e.g. social interaction with friends, and improving personal health and wellbeing) and long-term benefits (e.g. learning for the future); (2) understanding the rules and purpose of the activities helped students to better comprehend the experiences acquired in PE and communicate with others; and (3) constructive social relationships with teachers and classmates were an essential resource in order to make PE manageable.Implications: We suggest that strengths-based approaches should be recognized and incorporated into PE in order to facilitate health promoting factors and wellbeing among students from refugee backgrounds.

A salutary welcome: the role of Sense of Coherence and Generalized Resistance Resources in refugee settlement

“…These researchers found that refugees experienced comprehensibility, manageability and meaningfulness through participation in Swedish PE lessons. Importantly, this study reports that refugees “viewed PE teaching as more meaningful in Sweden than in their country of origin” (Cseplö et al , 2021, p. 9). The researchers conclude that their study “reiterates that refuges have agency and bring resources, aspirations, and talents to their country of resettlement” (Cseplö et al , 2021, p. 10).…”

“…Refugee resettlement service programing must take into account community-level factors which affect the SOC. Existing studies found that factors such as schooling (Cseplö et al , 2021; Wenning, 2021), language instruction (Deignan and Bird, 2015), employment opportunities (Slootjes et al , 2017; Wenning, 2021) and faith-based connections (Borwick et al , 2013; Wenning, 2021) foster SOC. The present study provides further evidence of the importance of community-level factors for successful integration.…”

“…A small scale, qualitative study based upon 11 semi-structured interviews with teenaged refugees to Sweden used the SOC as a sensitizing concept to understand refugee student experiences of physical education (PE) in high school (Cseplö et al , 2021). These researchers found that refugees experienced comprehensibility, manageability and meaningfulness through participation in Swedish PE lessons.…”

Geçi̇ci̇ Koruma Altindaki̇ Suri̇yeli̇ Çocuklarin Eği̇ti̇m Süreci̇ne Katilim Ve Uyumlarina Yöneli̇k Öğretmen Görüşleri̇ni̇n İncelenmesi̇

“…Lise çağında ve göçmenlik geçmişi olan gençlerle yapılan bir çalışmada, özellikle fiziksel aktivite dersleri üzerinde durulmuştur. Katılımcılar bu dersin kendilerini çok daha iyi hissetmelerine ve gruba aidiyet geliştirmelerine olanak sağladığını ifade etmiştir (Cseplö, Wagnsson, Luguetti & Spaaij, 2021). Dil sorununun yanı sıra sığınmacı çocukların okullarda yaşadığı sorunlar pek çok çalışmada benzer biçimde dile getirilmiştir.…”

Enhancing inclusive physical activity for students with disabilities: Patterns and opportunities

“…participation in PAS primarily aims to contribute to enhancing the basic motor skills of students and their physical competencies to directly promote the behavioral, cognitive, and social skills of students to help enhance their future physical activity patterns (de Bruijn et al, 2022). Similarly, regular physical activity participation among children with disabilities greatly fosters independence, coping abilities, competitiveness, and teamwork (Harlow et al, 2020), and students also experience a greater sense of coherence (Cseplö et al, 2022). Although PAS are basic human right and a tool that ought to be exercised by all children at school-going age for effective socialization to help place everyone including those with disabilities on equal social footing (Liu & Lachman, 2021) there are contradictory findings about students with disabilities participation in physical activities.…”