The wellbeing of refugee children in an early childhood education context: connections and dilemmas

Abstract

The provision of a context that supports the wellbeing of refugee children in Australian schools is important to their resettlement. The early childhood years are the optimum time for intervention programs for refugee children and thus outcomes for these children (Modica, Ajmera & Dunning, 2010), yet there is a paucity of research respecting this age group. Furthermore there is a need for research on contexts that are supportive of refugee children (Cameron, Frydenberg & Jackson, 2011). This case study focused on eight refugee children enrolled in one school’s new arrivals program, their parents and relevant school staff. The research aimed to 1) identify the practical and emotional connections offered that were perceived by parents and staff to be supportive of 5-8 year old refugee children’s wellbeing, and 2) identify dilemmas in fostering connections. To determine the school’s level of supportiveness, children were observed and assessed using the South Australian Department of Education and Child Development’s, Reflect, Respect, Relate, Wellbeing Scale. The school was found to be supporting these children’s wellbeing at a mid to high level. Parents and staff identified beneficial connections such as the bus system and bilingual School Service Officers. Dilemmas included creating emotional connections, particularly those related to cultural values. Recommendations include ways to strengthen children’s wellbeing through improved community integration.