The Role of Schools in Supporting Learning Wellbeing of Refugee Learners with Psychosocial Problems

Abstract

The study explored the roles of schools in supporting the learning well-being of refugee learners with psychosocial problems, focusing on learners at Dzaleka refugee camp. Qualitative approaches were used to collect data, including personal interviews by administering semi-structured questionnaires with refugee learners, teachers, and school management committee members.

A sample of 45 participants (35 learners, five teachers, five school management committee members) was purposively selected, and 45 in-depth interviews were conducted. The generated data was analysed using Microsoft Excel 2019 package and NVivo 12, employing descriptive and thematic analysis to assess demographic characteristics, psychosocial problems, and the roles of the school in supporting learning well-being.

Key Findings

• All studied learners experienced some form of psychosocial problems, including uneasiness, helplessness, and fatigue.
• Schools play a vital role in supporting learners by providing an enabling environment in class and off-class engagement.
• Relationship building and referrals to health personnel were identified as key school support mechanisms.
• The study underscores the significance of well-prepared schools and learning tools in improving learning well-being and potentially reducing mental health issues among refugee learners.

More details

• Author: Kasambara, Hlulose Hara
• Supervisor(s): Symon Chiziwa, Elizabeth Kamchedzera
• Institution: University of Malawi (UNIMA)
• Issued Date: 2024