Supporting refugee and newcomer students using a trauma informed, peace education, and healing centered engagement model

• In Event: From Schools to Communities: Integrating Peace Education for Social Cohesion in Diverse Societies

Proposal

Relevance
For the first time in the history of the United Nations High Commissioner for Refugees (UNHCR), the number of refugees and displaced people worldwide have surpassed 123 million (UNHCR, 2025). Out of this number, 42.7 million people are refugees who were forced to flee persecution, conflict, violence or human rights violations and nearly half the world’s refugees are under the age of 18. The displacement of children has dramatically changed the demographics of today’s classrooms, and this has left many teachers feeling ill-prepared to adequately meet the diverse needs of their students (Author, 2018; Michalovich, 2024). While resettlement often offers more security and safety, the realities of war and trauma are not forgotten; there can be long term physical and mental health effects on an individual, thus further complicating their adjustment in a host country (Author, 2011; Murthy & Lakshminarayana, 2006). Despite adversity, individuals do possess the innate capacity to heal from trauma (Mollica, 2006) and healing can be nurtured through self-exploration, meaning-making, and supportive relationships within a classroom that fosters a community of care and compassion (Betancourt, 2013). The process of listening, reflecting, problem-solving, cooperation and conflict resolution are the tenets of peace education and the basis for which this personal transformation can occur (Harris & Morrison, 2013, Reardon, 1988). This paper draws on a mixed-methods research program, Determinants for Mental Well-Being of Refugees, aimed at helping educators and school leaders understand and address the social and emotional challenges faced by refugee students who have been resettled in Canada. Through consultations, interviews, questionnaires, youth advisory groups, and stakeholder meetings in both urban and rural settings, the study generated recommendations and led to the development of a trauma-informed peace education model for supporting educators who work with refugee youth.


Theory and Context
Classroom and school environments can serve as a powerful space for healing, where students rebuild a sense of identity and belonging through supportive structures (Brunzell and Norrish, 2021). The work of peace education encompasses a balance of practical action and scholarly research (Bickmore, 2008) that explores a wide range of epistemological, political, theoretical, and methodological orientations (Cannon, 2011; Finley, 2011). A trauma informed peace education approach helps students understand how trauma and stress influence their learning, and it provides them with practical strategies for regulating and de-escalating their emotions. Urie Brofenbrenner’s Bioecological Model (2001) refers to various ecological systems, ranging from the closet most inner circle of individuals interacting with the student to the larger society in which all other systems exist. Each of these systems interact with one another to influence the personal, social, and academic development of an individual. Bronfenbrenner’s model, adapted by Author (2008), provided an organizational structure to the research and helped to identify what systems should to be involved, and what interventions were needed to address the needs of the students.

Modes of Inquiry
Data was collected in the province of Manitoba, over a two-year period, and included semi-structured qualitative interviews with 141 participants and from 210 participants who completed questionnaires and surveys. In addition, five stakeholder roundtable consultations with a total of 293 participants were held. Combining the data from refugee participants and those working to support refugees in the both rural and urban locations provided the researchers with diverse, yet complementary strategies, for building teacher capacity in trauma-informed practice as well as insight into culturally-based strategies and peace education activities. Combining the data from refugee participants and those working to support refugees in the various sites provided the researchers with diverse, yet complementary strategies for building school capacity, as well as new approaches and innovative solutions to support refugee children and their adjustment to school in Manitoba. Working closely with community stakeholders and advocacy groups also provided insight into culturally-based strategies to better support children and youth who have experienced violence and trauma.


Findings and Results
Findings from interviews, observations and consultations revealed several supportive and meritorious programs designed to support children and youth who have experienced war and trauma, but these are but a mere fraction of what is required. Participants reported an overwhelming need for more trauma and peace education throughout all ecological systems. While teachers are committed and want to help, they need more support and training to be effective and successful. Those supporting youth within each system must understand how trauma affects the body and interrupts healing and development. A key finding was the widespread call for more trauma-informed peace education training for teachers and programs to better support refugee learners. A Trauma Informed Peace Education and Healing Centered Engagement Model evolved from the findings to help guide teachers who support and respond to children and youth who are healing from the effects of traumatic experiences. The model encompasses three stages, each consisting of 5 steps: (1) Creating a climate of care is designed to help develop the atmosphere and environment that is establishing a compassionate and safe classroom environment; (2) Gathering facts provides suggestions for approaching and talking with students who need additional support; and, (3) Healing and support provides strategies for teaching and learning new skills to promote healing. Practical examples and exercises will be discussed in the session as each step is explored.

Significance and Importance
The humanitarian consequences of the involuntary movement of people and the effects of war are pervasive and far-reaching. The refugee crisis has also resulted in a crisis in education, a humanitarian tragedy, and a self-perpetuating viscous cycle of dependence and distress (Avery & Said, 2017). A trauma-informed model of peace education holds promise in fostering this resilience by addressing the psychosocial needs of displaced populations while promoting healing, empowerment, and social cohesion (Betancourt, 2013). Author (2011, 2019) emphasizes the importance of trauma-informed educational practices that prioritize safety, relationship-building, and cultural responsiveness when working with refugee youth. When integrated into peace education, this approach not only promotes individual recovery but also contributes to collective resilience and social cohesion in diverse communities.

Author

• Jan Stewart, Faculty of Education, University of Manitoba