- Forced migration and refugee health
TRAIL-EU
For refugee children, language is not merely a means of communication, it is a critical foundation for accessing education, forming social relationships, and building a future in their new home country. Beyond its instrumental value, language development also plays a central role in identity formation, emotional regulation, and mental health, all of which are essential for successful integration. Yet, compared to other migrant groups, refugee children often face greater difficulties in language…
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Facts about the project
Period
2026-2028
Category
Project description
TRAIL-EU will explore four research objectives (ROs) through four corresponding and interrelated work packages (WPs). RO1a is to understand the extent to which trauma-sensitive teaching approaches are currently implemented in language learning contexts across EU countries, using survey data from three example countries with different systems (Norway, Turkey and France). This includes examining how frequently existing programs are used, but also the extent to which teachers apply strategies in practice, irrespective of the training they received. Complementary, RO1b aims to investigate potential barriers to implementing such approaches, using results from the same survey and in-depth interviews with teachers on personal and institutional barriers. Together, this multi-national data should provide extensive insights into the current use of trauma-sensitive teaching approaches in European contexts. Given the lack of data on this, RO2 is to describe common learning challenges in refugee children and to evaluate the effectiveness of trauma-sensitive approaches currently implemented by teachers in language learning classrooms for addressing them. Analyses of longitudinal data collected over one academic year using rigorous designs will yield high-quality evidence on which support strategies are able to buffer against poor language and secondary academic, emotional and social outcomes. Interviews with teachers and children will provide more in-depth information on challenges faced, acceptability and helpfulness of implemented approaches, and alternative support suggestions. Finally, RO3 is to synthesize the obtained evidence to provide clear policy recommendations for advancing the implementation of trauma-sensitive approaches in European schools, while also developing a toolkit of evidence-based, low-cost and easy-to-implement strategies that teachers can apply in everyday classroom life to support effective language learning among refugee children.
For WP1, we will collect survey data from teachers in Norway, France and Turkey. For WP2, we will conduct qualitative interviews with 15 teachers and 20 refugee students. For WP3, we will collect quantitative data from approximately 300 refugee students at the beginning and end of the school year.