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Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers
PURPOSE: Resettled refugee youths are increasingly entering host-country school systems and are at risk of poor mental wellbeing. Schools and teachers are often expected to provide psychosocial support to youths with refugee backgrounds, but the teachers’ views on this expectation are poorly underst...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Taylor & Francis
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8648014/ https://www.ncbi.nlm.nih.gov/pubmed/34847828 http://dx.doi.org/10.1080/17482631.2021.2007568 |
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author | McDiarmid, Serena Durbeej, Natalie Sarkadi, Anna Osman, Fatumo |
author_facet | McDiarmid, Serena Durbeej, Natalie Sarkadi, Anna Osman, Fatumo |
author_sort | McDiarmid, Serena |
collection | PubMed |
description | PURPOSE: Resettled refugee youths are increasingly entering host-country school systems and are at risk of poor mental wellbeing. Schools and teachers are often expected to provide psychosocial support to youths with refugee backgrounds, but the teachers’ views on this expectation are poorly understood. We investigated the question: What do Swedish teachers believe is the role of (1) schools and (2) teachers in supporting refugee youths’ mental wellbeing? METHOD: Four semi-structured focus groups were conducted with 30 Swedish educators from five schools. Interview transcripts were analysed and themes reflecting the key concepts were constructed using reflexive thematic analysis. RESULTS: Seven themes were constructed. Three addressed the role of schools in supporting refugee youths’ mental wellbeing: Promoting Belonging, Offering Refuge, and Instilling Civic Literacy. Four addressed the role of teachers: Building Relationships with Students, Maintaining a Non-therapeutic Relationship, Connecting to Professionals, and Instructing in the Classroom. CONCLUSION: Teachers believe that both schools and teachers play an important role in supporting refugee youths’ mental wellbeing and each contributes in unique ways. However, schools and teachers are not always successful in supporting refugee youth and teachers reported facing challenges such as unclear roles and a lack of resources. |
format | Online Article Text |
id | pubmed-8648014 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Taylor & Francis |
record_format | MEDLINE/PubMed |
spelling | pubmed-86480142021-12-07 Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers McDiarmid, Serena Durbeej, Natalie Sarkadi, Anna Osman, Fatumo Int J Qual Stud Health Well-being Empirical Studies PURPOSE: Resettled refugee youths are increasingly entering host-country school systems and are at risk of poor mental wellbeing. Schools and teachers are often expected to provide psychosocial support to youths with refugee backgrounds, but the teachers’ views on this expectation are poorly understood. We investigated the question: What do Swedish teachers believe is the role of (1) schools and (2) teachers in supporting refugee youths’ mental wellbeing? METHOD: Four semi-structured focus groups were conducted with 30 Swedish educators from five schools. Interview transcripts were analysed and themes reflecting the key concepts were constructed using reflexive thematic analysis. RESULTS: Seven themes were constructed. Three addressed the role of schools in supporting refugee youths’ mental wellbeing: Promoting Belonging, Offering Refuge, and Instilling Civic Literacy. Four addressed the role of teachers: Building Relationships with Students, Maintaining a Non-therapeutic Relationship, Connecting to Professionals, and Instructing in the Classroom. CONCLUSION: Teachers believe that both schools and teachers play an important role in supporting refugee youths’ mental wellbeing and each contributes in unique ways. However, schools and teachers are not always successful in supporting refugee youth and teachers reported facing challenges such as unclear roles and a lack of resources. Taylor & Francis 2021-12-01 /pmc/articles/PMC8648014/ /pubmed/34847828 http://dx.doi.org/10.1080/17482631.2021.2007568 Text en © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Empirical Studies McDiarmid, Serena Durbeej, Natalie Sarkadi, Anna Osman, Fatumo Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers |
title | Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers |
title_full | Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers |
title_fullStr | Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers |
title_full_unstemmed | Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers |
title_short | Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers |
title_sort | schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with swedish teachers |
topic | Empirical Studies |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8648014/ https://www.ncbi.nlm.nih.gov/pubmed/34847828 http://dx.doi.org/10.1080/17482631.2021.2007568 |
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