Unaccompanied young refugees – from uprooting to resettlement in Norway: The crucial role of schools in enhancing well-being, adaptation and integration.

Pastoor, L. d. W. (2015). Unaccompanied young refugees - from uprooting to resettlement in Norway: The crucial role of schools in enhancing well-being, adaptation and integration. Jeunes et mineurs en mobilité, 1(1), 21-34.

This article explores the psychosocial challenges that unaccompanied young refugees face upon resettlement in Norway and how these affect their school functioning. Furthermore, it discusses how schools may support young refugees in dealing with the transitions needed to adjust to their new life situation.

Drawing from a qualitative research project based on interviews with students and staff in five secondary schools, the findings suggest that to make schools refugee-competent the teachers need more knowledge and expertise concerning refugee students’ challenges and needs.

Moreover, multidisciplinary collaboration regarding psychosocial support in and outside school is called for in order to enhance young refugees’ well-being, adaptation and integration in school – and in society at large.