Promoting emotional well-being

For many refugee students, the experience of leaving their home and managing the transition into a new country with an unfamiliar language and culture is challenging.

Refugees have sought safety and protection in the UK. They may have endured difficult journeys to arrive here. Some refugee students will have experienced bereavements or may be separated from parents and family members. They may also be vulnerable to stressful circumstances in the UK such as changes of accommodation and school or college, tensions at home, being young carers, racism and negative attitudes towards refugees.

Most refugee students and young people are very resilient despite their experiences. Schools and colleges play a key role in helping them adapt to the changes they have experienced. Going to school or college can provide daily structure and a sense of normality and stability. It is therefore essential that refugee students’ access and enrolment into school be supported.

Schools are promoting inclusion, along with physical and emotional health, through the National Healthy School Standard. Although this is an initiative for schools, there has been research into similar initiatives in the Further Education (FE) sector. For example:

National Institute of Adult Continuing Education's (NIACE) report on Healthy Colleges (.PDF). This provides an assessment of whether FE colleges are developing work that can link to the National Healthy School Standard and recommends the development of a Healthy College Standard.

The Every Child Matters: Change for Children strategy expects schools to further develop opportunities to help all students develop healthily, succeed in their learning and achieve their full potential. One of the five outcomes for children in Every Child Matters is Being healthy: Enjoying good physical and mental health and living a healthy lifestyle. There is guidance on supporting local delivery of the Every Child Matters: Change for Children in Health Services (.PDF) strategy and implementing the National Service Framework for Children, Young People and Maternity Services.

Good practice

Refugee students will benefit from schools and colleges promoting their emotional well-being.

A whole -school approach to supporting emotional needs

Teachers and tutors can adapt and shape the curriculum to meet students’ emotional needs and overcome some of the barriers these may present for students’ learning. Many teachers have found that the curriculum provides opportunities to include refugee students’ experiences and explore positive ways of handling problems.

Individual young peoples’ experiences and needs

It is important to avoid generalisations about refugees’ experiences and instead aim to develop an awareness and understanding of each individual young person’s needs. Effective induction practice can help schools and colleges sensitively to gain an understanding of a student’s background and current family situation. More information about induction practice can be found on the meeting the needs of all students area of this website.

Enhance resilience and positive coping

Learning activities can help students express their feelings in a safe environment. Opportunities for refugee students to articulate and assimilate their experiences can be provided through a range of curriculum subjects. Some subjects in the creative arts for example can help refugee students acquire the skills they need to manage both socially and emotionally. Tutors can develop strategies to allow students to share difficult feelings and find solutions to problems they are facing in school.

Bullying

Schools and colleges will want to monitor whether refugee students are experiencing bullying. For guidance see:

Don’t suffer in silence the DCSF anti-bullying website provides access to a range of resources, including anti-bullying films and free downloads of postcards with advice for victims of bullying. These postcards come in English, Albanian, Arabic, French, Kurdish, Mandarin, Russian, Somali, Tamil and Turkish.

Anti-Bullying Network funded by the Scottish Executive enables teachers, parents and young people can share ideas about how bullying should be tackled.

Coastkid, Brighton and Hove’s anti-bullying website, features a character called Hussein, a refugee from Zaire (DR Congo).

Other websites offering information and support on bullying:

Social, emotional and behavioural skills

Guidance and resources to support strategies to promote social, emotional and behavioural skills and good mental health can be found at:

Behaviour4Learning offers a wide range of information including available resources, training events and regional information.

Children and Young People's Mental Health On this DCSF website you will find information on all the current policy developments, publications and facts and figures, funding available and helpful links.

Peer support and friendships

Refugee students have identified that making friends when they join school or college is a key factor in avoiding being isolated and feeling left out. Schools and colleges can develop peer support and peer mentoring initiatives. The peer support and friendships area of this website provides information and guidance.

Enrichment and study support

By releasing tension and having fun and enjoyment, students can often cope better and show resilience. Recreational and sports activities also help students develop their language and social skills. Creative and group activities such as music, drama, art and storytelling help develop social skills and improve motivation and learning. The enrichment and study support area of this website provides guidance on refugee students’ access to activities.

Multi-agency working

Link with school and college counselling services and other support, including mentoring. College Counsellors may benefit from training on working with young refugees. In some cases schools or colleges may also wish to discuss concerns about a student with other professionals. Together a decision can be made about whether a referral is necessary and which local service might be the most suitable place for a pupil to receive extra support. The multi-agency working area of this website provides guidance on how schools and colleges can develop effective responses to students’ needs. Useful websites include:

Health for Asylum Seekers and Refugees Portal (HARPWEB) provides information and help to health professionals in assisting asylum seekers and refugees with mental health issues.

Mental health This Department of Health website provides information and links to guidance on adolescent and Black and Minority Ethnic mental health issues.

Develop closer partnerships with the local Primary Care Trust. FE Colleges can build on the Healthy School Standard and develop local responses to the National Service Framework agenda. For example, Huddersfield New College, in partnership with its local healthy schools team, has produced the Kirklees Healthy College Standard. Some elements were developed by students at the college as part of their project work. West Nottinghamshire College in Mansfield has opened a health shop on all three college sites. Its students also benefit from two full time mental health workers, two part time counsellors, youth workers on all sites, a nurse, transport via a fleet of minibuses and weekly physical activities, such as sports and walks.

Involve refugee young people and Refugee Community Organisations (RCOs) in planning initiatives to promote good mental health. Develop structures and resources to guarantee student consultation and community involvement. The promoting young people's participation area of this website gives information about this.

Case study

Promoting well-being through creative activities: making a film (.PDF)

The case study describes how Glasgow schools and Save the Children developed weekend activities to support these young people’s well-being. The project led to young refugees making a film about their experiences. This has improved the young refugees’ confidence and self-esteem and the film has raised awareness across schools in Scotland.

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