Poster #122 - Understanding Teachers’ Experiences Working with Afghan Refugee Children in Oklahoma

• In Event: Poster Session 06

Abstract

Introduction

Several studies have shown that refugee families and children receive support yet face various challenges during their transition to a new country (Slone & Peer, 2021). For instance, refugee children found it difficult to make friends with local students. They were also subjected to bullying and racism that affected their sense of belongingness and connection to the new environment (Guo et al., 2021). Children who have experienced displacement showed symptoms of post-traumatic stress disorder and depression (Ozer et al., 2016). In addition, the language barrier and less motivation these children experience during the transitional period often lead to poorer performance in school (Ozer et al., 2016). These refugee children need much attention from teachers and schools to adjust to the new environment for healthy development and learning.
Most of the studies related to refugee children focus on the primary and secondary levels. There are not enough studies on younger children in early childhood settings. Considering the influx in the number of refugee children and the lack of training for teachers in addressing the needs of these populations, the present study aims to discover how early childhood teachers are responding to the sudden arrival of Afghan refugee children in Oklahoma and how they support these children in the classroom setting.

Method

We have recruited four early childhood teachers who are working with Afghan refugee children from ages 0 to 8, enrolled in early childhood care settings (e.g., child care, public school) in an urban city of Oklahoma. The semi-structured interview was conducted at a mutually agreed time. The interview took 30 to 60 minutes and was recorded and transcribed using an auto-transcription function. Through thematic analysis, we performed content analysis through coding and found common themes and concepts to understand participants’ stories from their personal experiences.

Results

Through content analysis, we found that teachers had similar experiences working with these populations. First, teachers were informed just a few days prior to the children’s arrival, and for this, teachers did not have enough time to prepare and did not receive training on how to guide and teach refugee populations. Secondly, teachers were experiencing some cultural challenges with the families due to a lack of knowledge of the population. Third, teachers mentioned that communication is the most challenging issue due to the lack of resources for translating their language and the reluctance of the families to speak with the teachers. Fourth, despite the students not having prior school experience, they learn and adapt faster than expected, and the children are generally healthy and happy. Fifth, teachers use various visual aids and body language to teach and guide these populations. Lastly, although they were not prepared, most of the teachers had experience working with a diverse population, and their prior experiences helped them be aware of what to expect and what they may need to work with these children. We will discuss the findings on teachers’ experiences with Afghan refugee children in detail and the implications for policy and practice

Authors

• Sun Geun Kim, University of Oklahoma
  Presenting Author

• Kyong-Ah Kwon, University of Oklahoma