Protective and Mediating Factors

Research shows that if one or more of these factors is in place, children have a better chance of coping with their new situation and achieving their full potential.

Supportive parents or other carers who are coping well with their situation
Belief systems (moral, religious, political) which can explain, guide and support
Social supports within and beyond the family - friends, neighbours, teachers, peers, etc.
Access to the wider community
Sense of structure and meaning, and being able to make sense of their situation
Educational environment that provides structure, normality and positive experiences
Positive self-esteem [1]

Guiding Principles

In order to best support their refugee pupils, schools will want to use the following principles:

Treating each family individually, and identifying which risk and protective factors apply
Use pro-active and preventative strategies, rather than responding when greater difficulties arise
Enhancing personal, family and community resources, i.e. offering support to families on a wide range of issues
Responding to needs in systematic and co-ordinated ways. Strategies for the welcome and support of refugee children and their families should be embedded in normal practice, rather than as a 'bolt-on' extra. [2]

Experience has shown that changes made for refugees benefit the whole school population.

[1] Adapted from 'In Safe Hands: a resource and training pack to support work with young refugee children' (2001) Published by Save the Children and The Refugee Council.

[2] Adapted from work by the Newham Refugee Education Team.