Healing and Belonging: How Schools Can Support the Social-Emotional Wellbeing of Refugee Students
No Thumbnail Available
Authors
Wilkie, Samantha
Issue Date
2025-09
Type
Capstone
Language
en
Keywords
refugee , trauma , cultural humility , social wellbeing , emotional wellbeing
Alternative Title
Abstract
This capstone explores the crucial role schools play in supporting the social-emotional wellbeing of refugee students, with a focus on strategies to foster healing and belonging through cultural humility. Drawing on personal experience teaching Eritrean refugee children in the Burnaby School District, I explore the profound challenges faced by refugee families as they adapt to life in Canada, including trauma from war, cultural adjustment, and difficulties integrating into the school community. Refugee students have increased prevalence of mental health challenges, compared to Canadian-born peers. In addition, these students, living with higher levels of stress, trauma, depression, and emotional dysregulation, can exhibit behaviors misunderstood by educators who lack specialized training. Without proper school-based mental health supports, refugee students may struggle socially and emotionally, become vulnerable to risky behaviors, or even drop out of school. Discrimination and peer conflict are also shown to compound these issues, heightening feelings of exclusion and removing vital opportunities for connection. The capstone proposes evidence-based policies and practices for schools to enhance social-emotional support, promote the practice of cultural humility in school environments, encourage inclusivity, and address the unique needs of refugee students. By prioritizing understanding, professional development, and tailored interventions, the findings advocate for creating school environments that promote healing, belonging, and long-term resilience for refugee children and youth.