Abstract

Teacher’s experiences supporting the social and emotional learning (SEL) are key to understanding how to best support high need pupils. While SEL is one way to support children in developing social-skills and wellbeing, previous research suggests it is less effective for certain high-risk and vulnerable groups, such as refugee girls. Refugee girls are a group at high risk of struggles in education due to stress experienced when transitioning from their home nation to their host one, as well as experiencing inequity and lowered wellbeing. This study interviewed skilled teachers who have experience adapting their teaching of SEL to refugee girls. Findings showed three themes: Structural Barriers, Unique Challenges for Refugee Girls, and Narratives of Integration and Assimilation all influence learning and practice. Reflections from these experienced teachers highlight the skill and time needed to support refugee girls during SEL. This study recommends actions that could improve teachers practices to better support refugee girl’s classroom experiences and integration into the UK.

Keywords

References

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