Arts-Based Learning Assistance to Displaced Children: Case of Atyrau Kids’ University in Kazakhstan

• In Event: Examining the Educational Experiences of Refugee Children With Disabilities in Jordan, Canada, and Kazakhstan

Abstract

Over 1500 children were repatriated from Syria to their countries of origin since 2019. Many experienced hardships and barriers during the process. Insufficient psychosocial support and lack of learning assistance have been identified as key barriers to their successful reintegration (HRW, 2022, November). Trauma and stress of displacement often exacerbate existing disabilities and create new challenges for learning and development (Weiner et al., 2020).

This paper explores the experiences of learning assistance provided to displaced children from Syria to Kazakhstan in 2019 at Atyrau State University. Highlights include the stages, challenges and key lessons learned from developing and delivering learning assistance to this vulnerable population through the pilot ‘Kids University’ program at ASU.

The study is based on two frameworks: (1) the Rehabilitation and Reintegration Intervention Framework (RRIF), developed to guide the rehabilitation and reintegration of child returnees from conflict situations and to promote individual mental health and well-being, family support, educational success, community support, and improved structural conditions while protecting public safety (Weiner et al., 2020) and (2) the theoretical framework of 'The School of Peace' educational model that integrated both formal and informal education, including ethnocultural content and the culture of origin of the children, taught in their mother tongue, as well as life skills (Huss et al., 2020).

Initially, the study was based on a participatory methodology involving various stakeholders and the families, schools and community. Semi-structured interviews and a questionnaire in the Kazakh language were used as a method for data collection. To conduct needs assessments, a series of interviews were conducted with each child at the beginning and end of the school year, from September 2021 to June 2022. Interviews were also conducted with one mother and one counsellor to gain insight into the specific needs of children from these perspectives. Researchers also visited participant children’s homes twice in 2022 and early 2023 and conducted interviews within their living environments.

Following this initial research phase, methodology was expanded and shifted to phenomenological arts-based methods. Arts-based research required interdisciplinarity, so researchers drew from pedagogy, psychology, communications, cultural studies, and sociology for this aspect of the project. Six art sessions and six semi-structured group discussions were conducted. Observations were noted via researcher notes, as children tend to express their experiences through actions rather than words (Huss et al., 2020).

Initial results found that arts-based learning assistance was effective in supporting displaced children with disabilities at Atyrau Kids' University. The use of visual arts, music, and drama helped to engage students and promote their learning, while also providing a therapeutic outlet for emotional expression. These findings provide valuable lessons for other institutions working with or researching this vulnerable population and highlights the importance of tailored support that meets the unique needs of these children.

Authors

• Aigul Sultangubiyeva, Atyrau University

• Aigerim Shilibekova, Simon Fraser University