Trauma-Informed Education: Addressing the Mental Health Needs of Migrant Students
Today, unprecedented levels of migration mean that the educational landscape is increasingly populated by students who have experienced forced displacement -- sometimes more than once -- and who suffer from multiple emotional and physical scars of trauma as a result (Schiefer et al., 2024). These students present a unique challenge to helping profession educators that seek to provide their students with the broad-based background they need to navigate significant cross-cultural differences and apply culturally sensitive, evidence-based solutions to their complex problems. To this end, the purpose of this study and the problem of interest are described below, followed by a description of the qualitative research methods that will be used to answer the studys central research questions that follow. Finally, a summary of these elements and key points are presented in the conclusion.
Purpose and Problem Statement
A. Purpose Statement: The purpose of this study is to develop and implement a comprehensive, trauma-informed...
Conclusion
The research showed that examining the unique challenges faced by migrant students who have experienced trauma and developing strategies can help identify opportunities to address their unique mental health needs. To this end, this study seeks to bridge a significant gap in current educational practices by using a Transformative Theory and Critical Race Theory framework and qualitative research strategies to develop timely and comprehensive answers to the above-stated central research questions. In sum, the findings that emerger from this study have the potential to significantly improve educational policy and practice to support…
References
Makrooni, G. (2020). From Challenge to Empowerment: Cross-Cultural Experiences and Perceptions of First-Generation Migrant Family Students. Journal of Ethnic & Cultural Studies, 7(3), 112–128.
Mihut, G. (2024). Learning from Each Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities. Journal of Studies in International Education, 28(1), 15–32.
Schiefer, J. et al. (2024). Science and Heritage Language Integrated Learning (SHLIL): Evidence of the Effectiveness of an Innovative Science Outreach Program for Migrant Students. Science Education, 108(4), 983–1014.
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