Introducing Dr Denise Furlong and her supportive ideas for those who have needed to relocate to the UK.

In many countries around the world right now, schools are experiencing an influx of students who are leaving their homelands for reasons we cannot fathom or understand. These students may have experienced trauma, loss, extreme poverty, lack of education, violence, threats, or so many other horrors that may have caused them to leave or flee. Other students may enter our countries as UMs (Unaccompanied Minors) or may have reluctantly left loved ones (even immediate family) behind. When we even consider the journeys that some of these families undertake to reach their destinations, there is extreme amounts of stress involved!

When these students enter our classes, many teachers may only see their academic or linguistic needs. However, support for the loss or trauma that many of these students have experienced may be of more crucial importance. Although teachers are certainly not all certified SEMH experts, there are many ways we can support these students who are entering our classrooms.

What do these students’ teachers need to know?

● These students may have interrupted education (either through time that they missed or from stress) and may not have solid academic skills in their native language. This can definitely have an impact on one’s SEMH, as stress associated with perceptions of academic and linguistic “inadequacy” can be overwhelming. To be clear, these students have a wealth of life experiences AND potential to bring to their learning, but they may need help realizing that.

● These students may not have well-developed conflict resolution or interpersonal skills and may need assistance when interacting with peers. There may be verbal outbursts or physical manifestations of stress and they need support in learning coping skills.

● These students may have difficulties with safety drills and assemblies that may bring up memories of their past (or present?) fears. Explicit instructions in their dominant languages to ensure they understand that they are not in danger is critical, as well as discussing these drills before they happen. During these first drills, a peer buddy can be a resource to help these students know what to do, as well as helping them keep calm.

● If counseling services are available in the school (in their native language?), these students would benefit. If not, there may be community resources that the school can help their families secure SEMH assistance.

● Educators must watch for possible gang involvement or aggressive language or actions and help form a plan to support them. Mentoring programs at school can help provide students with an outlet for asking questions and fostering positive connections with peers and adults.

● Some students want to talk about their past experiences and others do not. Respect either way. They do not owe anyone their story.

● These students’ families may or may not be together and he may have worries about their family left behind. Be sensitive when doing projects that involve information about families (family trees, investigations into one’s family roots).

● Educators are not here to “save” students like these; rather we are just here to help and support them as much as we can through this part of his life.

● As these students learn English, they will be multilingual or bilingual young adults. With this in mind, a growth mindset with an asset-based perspective is key to fostering success for them. We must not focus on what they cannot do at this point, but rather what their goals are and how we will help them achieve those goals and beyond.

● These students have great love and loyalty for their families and they have people who love them as well. We are not to judge any decisions that ANY family makes, but support their children to the best of our abilities.

● These students want to feel wanted and accepted. We must make it a point to provide them with opportunities to make connections with other students and adults. It is through those connections that they will feel a sense of belonging. (For more on belonging, see the work of Dr. Ilene Winokur AlZaid @IleneWinokur)

● There is more to any student than we see in the classroom– acknowledging the “life” that children have outside the school is key to validating their journey.

● These students have the potential to make amazing contributions during their lives… and they will!

Teachers are in the position to support the SEMH of students within the scope of their “natural environment” (school–haha!) rather than a clinical setting. The better our teachers are prepared to provide that supportive environment for our students, the more healthy everyone will be (including the teachers!).

For further ideas and support in this area please see:

https://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/ealrefugee/

https://neu.org.uk/media/1936/view

About the author:

Dr. Denise Furlong is a teacher/coach for Multilingual learners and their teachers in New Jersey in the United States. She has taught all levels from kindergarten up to preservice and veteran teachers at the university level. She holds her doctorate from Rutgers University and considers herself to be a lifelong learner. She has written a book on Newcomers that will be published next year through EduMatch Publishing. You can find her on Twitter @denise_furlong. Let’s connect!