Healing Classrooms: Trauma-Informed and Culturally Responsive Practices for Refugee Students in the Canadian School System
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Authors
FayazKamal, Wajma
Issue Date
2025-07-01
Type
Capstone
Language
en
Keywords
refugee students , trauma , culturally responsive practices , culturally sensitive , culturally inclusive , displaced students , asylum seeking students
Alternative Title
Abstract
This capstone explores the impact of trauma on refugee children in Canadian elementary schools and the role that trauma-informed practices can play in supporting their social, emotional, and cognitive development. The central research question guiding this work is: How can trauma-informed practices be used to support the well-being and resilience of refugee students in a Canadian school setting? Drawing on current literature, the paper examines the effects of both pre- and post-migration trauma, highlighting how displacement, war, loss, and ongoing resettlement challenges can deeply affect refugee children’s learning, relationships, and sense of safety. The theoretical foundation is grounded in trauma-informed education frameworks and culturally responsive pedagogy, emphasizing principles such as safety, trust, empowerment, and collaboration. The capstone stresses culturally attuned and trauma-informed supports to help refugee students succeed. Key recommendations include integrating restorative practices,
fostering emotionally safe environments, and equipping educators with the tools to respond with empathy and cultural sensitivity. Ultimately, this paper calls for a shift in school culture that not only recognizes trauma but actively nurtures healing and resilience for refugee learners.