Fostering resilience and belongingness among students with refugee backgrounds

Due to war, conflict and persecution, thousands of students with refugee backgrounds are enrolled in public schools in the United States. Educators need to be aware of the struggles many of these students faced before resettlement and after arriving in the U.S. Students with refugee backgrounds are a special “class” in that their journey likely began with fleeing for their lives due to war and persecution, often living for years in refugee camps, then vetted by many international agencies, eventually accepted by the United Nations Higher Commissioner for Refugees, then resettled in a new country, often without connections or US ties. Though these students have legal rights and pathways to citizenship, they often face layers of discrimination and hardship even after resettlement, which multiplies their trauma. Due to these compounded experiences of trauma, exposures, and stressors, a majority (not all) will likely be at risk for mental health conditions and schools have been shown to be the ideal location for mental health services. While some SWRB will be at risk for mental health concerns, other SWRB show post-traumatic growth and resilience, and therefore, this research seeks to move away from a pathologizing medical model and consider their strength and positive outcomes that can ensue. This graduate project consists of a welcome workshop followed by three support group sessions that are based on the evidence-based scientific research reviewed. The objective of this project is for school counselors to support students with refugee backgrounds and their specific needs as they are often an invisible minority among students, to foster their resilience, and to plan for belonging.