Pastoor, L. d. W. (2016). Enslige unge flyktningers psykososiale utfordringer: behovet for en flyktningkompetent skole [The psychosocial challenges faced by unaccompanied young refugees: the need for a refugee-competent school.] Norwegian only. In C. Øverlien, M. I. Hauge & J. H. Schultz (Red.) Barn, vold og traumer. Møter med unge i utsatte livssituasjoner. (pp. 200-219). Universitetsforlaget.
Which psychosocial challenges do unaccompanied young refugees face upon resettlement in Norway? How do these challenges affect their functioning in school? And how can schools give refugee students the necessary help and support to manage the readjustments required to adapt to their new life?
These are the topics of this chapter. To make schools “refugee-competent”, it is crucial that school staff have knowledge and expertise concerning the challenges refugee students meet.
A teacher who can guide students and if necessary direct them to further follow-up or treatment, as well as strengthened collaboration between schools and other institutions providing help and support may promote unaccompanied young refugees wellbeing, adaptation and inclusion in school – and in society at large.
This publication is a result of Unaccompanied refugee minors resettling in Norway: Focusing on education, accommodation and care provisions (FUS)
