Managing Transgenerational Trauma through Schooling: The Case of Migrant Karen Students Along the Thai/Myanmar Border

• In Event: Education for Peacebuilding: Tensions and Opportunities for Future Research

Proposal

Karen students along the Thai-Myanmar border. In the context of 70 years of ethnopolitical conflict, widespread displacement of the Karen community, and ongoing uncertainty about their political and cultural future, this study considers the role of schooling in addressing trauma. In particular, it aims to understand how the traumatic effects of the conflict in Myanmar have influenced the educational experiences of Karen youth who have crossed the border into Thailand. Drawing on multiple sources of data – semi-structured interviews, surveys, and focus groups with students, teachers, and school administration – findings reveal the lived experiences of Karen students as they draw on education support structures to deal with diverse forms of transgenerational trauma. Findings reveal that Karen students face significant cognitive, social-emotional, and academic challenges. Symptoms such as emotional dysregulation, dissociation, and impaired executive functioning are common. Despite these obstacles, some students exhibited remarkable resilience. This was often evidenced by strong community networks, culturally responsive education, and personal coping strategies.

This study contributes to the understanding of how transgenerational trauma affects academic resilience in conflict-affected populations. It highlights the critical role of culturally sensitive educational practices along with the importance of fostering resilience in trauma-affected students. The insights gained from this study are intended to inform educators, policymakers, and humanitarian organizations working with displaced and trauma-affected populations. Ultimately, this study aimed to improve the educational outcomes and well-being of Karen migrant students in Thailand.

Author

• Mike Barrett, International Rescue Committee