Building Belonging: How Schools can Facilitate Young Asylum Seekers' Adaptation to Trauma

年轻的寻求庇护者(YA)报告了创伤的经历，这使得在东道国的应对方式变得更加冷漠。这些经验通常是通过西方医学模型来理解的，这种模型将对创伤的理解减少到它所产生的症状，进而转化为个性化的干预。然而，这个项目的目标将放在更广泛的文献中，引导人们关注移民后背景下塑造创伤可能经历方式的因素。这种更宽广的视角提供了一种更全面、更具文化敏感性的方式来支持YAS。学校归属感是YAS需要考虑的一个重要概念；对学校有归属感可以防止与创伤相关的一系列不利后果。学校归属感被广泛定义为被他人接受、尊重、接纳和支持的感觉(Goodenow&Grady，1993)。文学作品中确定的关键主题代表了学校为增加归属感而追求的重要目标。例如，改变教学方法，增加对文化多样性的理解，改变更广泛的学校对融合的态度，以及更全面地确定寻求庇护者的教育需求。然而，作为目标，将这些转化为实践和政策的步骤研究得更少。这个项目的目的是了解我们如何更准确地定义这些步骤，以便我们能够最好地支持YAS适应创伤。

Young Asylum seekers (YAS) report of experiences with trauma that make coping in the host country a lotharder. These experiences are often understood through a Western medical model which reducesunderstanding of trauma to the symptoms it produces, in turn, translating into individualisedinterventions . However, this project will aim to sit within a broader literature that directs attentiontoward factors within the post-migration context which shape how trauma may be experienced. Thiswider lens offers a more holistic and culturally sensitive way to support YAS.School belonging represents an important construct to consider for YAS; having a sense of belonging toschool is protective against a range of adverse outcomes associated with trauma. School belonging isbroadly defined as feeling accepted, respected, included and supported by others (Goodenow & Grady,1993). Key themes have been identified across the literature which represent important goals for schoolsto aim for in order to increase belonging. For example, changing pedagogy, increasing understanding ofcultural diversity, changing wider school attitudes toward integration, and identifying the educationalneeds of asylum seekers more holistically. However, as goals, the steps to translate these into practiseand policy are more under-researched. The aim of this project is to understand how we can moreprecisely define these steps so that we can best support YAS in their adaptation to trauma.