Trauma-Informed Classrooms

When working with refugee children and young people for the first time, many school staff tell me that they feel extremely anxious. They don’t know where to start and are frightened that they might do more harm than good, that they might be too intrusive, or they might not cope when a child becomes distressed. Other colleagues, already working with refugee children describe how helpless they feel when these children repeatedly draw horrific images of war with people shooting each other, women being raped, bombs blowing buildings apart, or children fighting for food on a street corner.

When children are creating such images this is their means of processing these experiences. It needs to be done. The important thing is that we, as adults, can understand this and be there working alongside the child, providing a therapeutic space whilst not taking on the role of a therapist.

Being able to identify children who need additional support can take some time. So, as they begin to integrate, we can undertake what I would call watchful waiting. This means being vigilant about any changes in behaviour or emotional reactions or responses.

Alongside this, we can develop our awareness and understanding of trauma-informed approaches by creating classrooms where:

1. children feel welcomed, wanted and part of the group

2. changes to routines are explained clearly and with empathy

3. routines and activities are consistent and visual checklists are provided

4. we teach emotional literacy and ensure a safe space is available to children and young people and that they understand how to use this effectively to self-regulate

5. we reduce processing demands in the classroom and provide clear structures or plans for each task

6. we keep connections healthy and empathic, modelling social skills and valuing and celebrating strengths and achievements.

Working with refugee children and young people and providing these safe talking spaces, can be a stressful task whilst also being incredibly rewarding. If you feel at any stage that you are out of your depth, that you are concerned a child may be in significant distress and in need of additional specialist therapeutic intervention, then it is vital to access appropriate services attached to the school. I would also further suggest that anyone undertaking this kind of supportive role should have access to relevant supervision from the school’s child and educational psychologist or a specialist support worker for refugee children and young people.

References

Rae, T. (2023) Understanding and Supporting Refugee Children and Young People A Practical Resource for Teachers, Parents and Carers and Those Exposed to the trauma of War London: Routledge Publishers

Rae, T (2024) Refugee Discussion Cards Northants: Hinton House Publishers