War Trauma, Healing Practices, and Resilience: Examining Adverse Childhood Experiences and Support Systems Among Afghan Refugees in North America

• In Event: Reimagining Systems: From Local Innovation to Structural Change

Proposal

This paper examines the recent Afghan refugee population in North America, focusing on two primary aspects. First, we explore the exposure of adult Afghan refugees to the Adverse Childhood Experiences (ACE-Q) during their formative years in Afghanistan. Second, we investigate their access to formal and informal healing, educational, and support services in their new homeland, the United States. For analyzing ACEs, we employ the Conceptual Framework of Developmental Trauma (DT) developed by Cruz et al. (2022). For examining healing and support practices, we utilize the Attachment, Self-Regulation, and Competency (ARC) Framework proposed by Tabone et al. (2022).
The case of Afghan refugees is particularly distinctive. Chronic exposure to war related violence, displacement, and poly-victimization has created intergenerational cycles of trauma that persist both before and after migration. This study situates refugee trauma within broader frameworks of peace building and post-conflict recovery, exploring how education and community-based systems can serve as spaces for healing, empowerment, and the reconstruction of personal and collective peace.
We understand that recovery is impeded by mechanized translation services and compounded by the challenges of navigating complex healthcare, educational, and cultural systems. Our study speaks directly to the global refugee community, offering critical insights into how trauma-informed, culturally responsive educational practices can promote social cohesion, resilience, and sustainable peace among displaced populations. This research has significant implications for refugee communities worldwide fleeing conflict and resettling in Western contexts.
Our qualitative method includes in-depth interviews with 30 adult Afghan refugees and immigrants to explore their experiences with trauma, learning, and support. We also interview educators, service providers, and community members to understand the systems shaping refugee integration. Deductive thematic analysis is used to identify key codes, themes, and narratives. By bridging developmental trauma with peace education, this study contributes to the broader CIES dialogue on education as a vehicle for healing, justice, and global solidarity.

Authors

• Mohammad Ajmal Khuram, Independent Researcher

• Nangyalai Attal, UMass Amherst

• Ian Barron, The University of Massachusetts Amherst