Understanding the experiences of school belonging amongst secondary school students with refugee backgrounds (UK)

IF 1 Q4 PSYCHOLOGY, EDUCATIONAL
Tunde Sobitan
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引用次数: 4

Abstract

ABSTRACT Research into refugee students’ settlement in host countries highlights school belonging as essential to their wellbeing and academic achievement. This research aimed to understand how secondary school refugee students experience school belonging in the North East of England. Interpretative Phenomenological Analysis was used to understand the views of refugee students. Four superordinate themes were developed: agency, participation, safety and separation. Findings suggested that EPs could support the school belonging of refugee students through their capacity to work across school systems. In this, EPs could draw on the bio-psycho-socio-ecological model of school belonging, hence providing an ecological and interactionist approach to supporting this group and also highlighting additional factors which emerged for refugee students. The discussion around the findings highlighted the barriers and facilitators to the participants’ school belonging. Overall, the research findings contribute to a growing body of literature on the school belonging of refugee students in the UK.
了解难民背景中学生的学校归属感经历(英国)
对难民学生在东道国定居的研究强调,学校归属感对他们的福祉和学业成就至关重要。本研究旨在了解英格兰东北部中学难民学生如何体验学校归属感。运用解释性现象学分析来理解难民学生的观点。制定了四个优先主题:代理、参与、安全和分离。调查结果表明,志愿服务人员可以通过其跨学校系统工作的能力来支持难民学生的学校归属。在这方面,EPs可以利用学校归属的生物-心理-社会-生态模型,从而提供一种生态和互动的方法来支持这一群体,并强调难民学生出现的其他因素。围绕调查结果的讨论突出了参与者的学校归属感的障碍和促进因素。总的来说,研究结果有助于越来越多的文献在英国难民学生的学校归属。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Psychology in Practice
Educational Psychology in Practice PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.70
自引率
12.50%
发文量
37
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