Teachers as First Responders
What Teachers Do to Help Migrant Children and Their Families Deal with the Trauma They Experience
While there is much in the press about refugee and migrant children’s movements around the world and their status in the countries where they ultimately (or even temporarily) settle, how these children experience schooling and education is critical in mitigating the effects of the trauma they experience in their home countries, in the process of leaving their home communities or countries, in traveling to their new communities and countries and getting settled in those new communities and countries. This paper presents the stories of three teachers who work with migrant children in the United States Midwest. Interviews with these teachers show that they actively work to mitigate the trauma the migrant children have experienced by creating classrooms that welcome the children and their families, help them to have a sense of belonging in their schools and communities, and help the children develop feelings of confidence and competence, critical to overcoming toxic stress.
Adverse Childhood Experiences Study (ACES). (2020). Retrieved from: www.cdc.gov/violenceprevention/aces
Bruner, J. S. (2002). Making stories: Law, literature, life. New York: Farrar, Straus and Giroux.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.
Gonzalez, E., Jr. (2020). Migrant farm workers: Our nation’s invisible population. Diversity, Equity, Inclusion Community of Practice (COPDEI), Purdue University, Lafayette, IN.
International Labour Organization (ILO). (2021). Statistics on international labour migration. www.ilo.org/global/topics/labour-migration/policy-areas/...
Lingard, L., Albert, M., & Levinson, W. (2008). Grounded theory, mixed methods, and action research. BMJ, 337, 459-461.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.
NCTSN. National Child Traumatic Stress Network. www.nctsn.org
Paulsen, G. (2005). The crossing. New York, NY: Scholastic.
Rosales, X. (nd). Toxic Stress. Immokalee, FL: Center for Child Stress and Health. Retrieved from med.fsu.edu/childStress
United Nations Refugee Agency (UNHCR). (2019). Global Trends. unhcr.org.
US Department of Education. (1966). Title I. Part C—Education of Migratory Children. Washington, DC: United States Department of Education.
Zemelman, S. (2013). Teachers’ stories need to be heard. The Chicago Reporter, March 4, 2013. Retrieved from www.chicagoreporter.com
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to email@example.com