Schools strive to be places of healing for refugees

Persistent difficulty concentrating, nausea, headaches, listlessness or outbursts of anger - all these symptoms may indicate that refugee children are suffering from post-traumatic stress disorder. Georg Pieper, a child and adolescent psychologist, who runs a clinic for trauma and stress patients in the German university town of Marburg, says two-thirds of all children from the war zones in the Middle East are affected. And a study conducted for the Technical University of Munich has determined that a third of Syrian children suffer from mental problems, while every fifth child is likely to develop a serious stress disorder.

The fear at the schools: Refugee children suffer, are less resilient, are frequently ill or are aggressive and in the end, become a burden on society. Teachers must now respond properly in order to help them. But in discussions with school staff members, one often hears that many teachers are uncertain how they should act. But they, too, can receive psychological counseling and training to help refugee children. The most important instructions they are given are not to ask the refugee children to talk about bad experiences.

The key is attention

"I warn against overdramatizing," says Klaus Seifried from the school psychology service in Berlin. He states: "the important thing is that these children and adolescents settle in Germany and their new school, that teachers establish an educational relationship and provide the students with everyday structures that give them a feeling of security." The best way to prevent a post-traumatic stress disorder is to afford reassurance, security and stabilization, asserts Seifried. He emphasizes, "not everyone who experiences war and serious violence necessarily needs trauma therapy.

Furthermore, Seifried says teachers and instructors must take a level-headed approach when dealing with the rules and customs of other cultures. "A student who is constantly looking at the ground when the teacher talks to him or her does not necessarily have serious symptoms of anxiety." The behavior could be as a sign of appreciation and respect for an adult in the culture of the refugee child. Teachers should only take action if students remain inactive for longer periods of time or come across as emotionally distressed.

Like many other school psychologists in Germany, Seifried is banking on the natural protective mechanisms children are equipped with. "If we succeed in creating everyday structures, providing the children with opportunities for learning success, conveying the joy of learning and playing in class, as well as building personal relationships, we will help them overcome traumatic experiences." Psychotherapy and trauma treatment should only be the third or fourth step in the process.

Teachers confirm that refugee children respond positively to school routines, being able to learn and play and having the teacher's attention. They learn that their life has a meaning and they can make their own decisions. This experience makes them grateful and they bond with teachers more than German students do.

All cities and municipalities in Germany have set up special classes for refugee children. But many of the children became quickly bored as they are eager to learn and conflicts have rarely emerged. On the other hand, studies have shown that about 20 percent of German students have psychological problems so it is surprising that no major problems with refugee children have arisen, apart from stress related to an ever-increasing student workload.

However, questions arise when it comes to intervening in situations involving students who have become accustomed to using violence to survive or assert themselves. Psychologists advise teachers to set clear boundaries. Most children are used to a very authoritarian style of teaching at schools in their home countries. Knowing that the students are not malicious, but instead, psychologically scarred, has helped many teachers to deal with refugee children, says instructor Peter Silbernagel.

Many problems remain

One problem, however, will probably remain for a long time: one school psychologist is responsible for an average of 5,000 to 30,000 students. "The capacities of school psychologists available to refugee children are relatively low," says Seifried. Every large school needs school psychologists and social workers on site. And then, another problem exists, says Seifried: "The acceptance of psychotherapy in Arab culture is very low." Parents of child refugees are not familiar with psychologists and psychiatrists so they view them with skepticism. Teachers must then try to mediate. But often, the children have no guardians. Around 10,000 children have no parents to accompany them in Germany. These children have either fled alone or lost their parents in flight. At school, they are on their own. Thus, it is all the more important to create a sense of security and normality.