Introduction
Forcibly displaced children, such as those in refugee camps, face increased risks of violence and mental health disorders. Schools are generally perceived as protective environments that can help children recover from trauma and build a sense of belonging. However, the research titled "School violence, depression symptoms, and school climate: a cross-sectional study of Congolese and Burundian refugee children" challenges this assumption by revealing the prevalence of violence in schools and its association with depression symptoms among refugee children.
Key Findings
The study, conducted in the Nyarugusu Refugee Camp in Tanzania, highlighted several critical findings:
- High levels of violence were reported by students, with over 80% experiencing physical violence from school staff.
- Nearly one in ten students screened positive for symptoms of depression.
- Opportunities for student and teacher involvement in decision-making were linked to higher odds of violent discipline.
- Teachers' self-efficacy emerged as a protective factor against student depression symptoms.
Implications for Practitioners
For practitioners, these findings underscore the need for targeted interventions to prevent violence and support mental health in school settings. Here are some actionable steps practitioners can consider:
- Promote Positive School Climates: Encourage environments that foster supportive relationships between teachers and students, which can mitigate adverse outcomes.
- Enhance Teacher Training: Focus on building teachers' self-efficacy through professional development, as this can significantly reduce depression symptoms in students.
- Involve Students in Decision-Making: While involvement can sometimes correlate with increased violence, structured and guided participation can empower students and reduce conflict.
- Conduct Further Research: Practitioners should engage in or support further research to explore the nuanced roles of school climate in different cultural and socio-economic contexts.
Conclusion
The study's results challenge the assumption that schools are inherently protective environments for refugee children. Instead, they call for a deeper investigation into the norms around violence and the role of school climate. By implementing evidence-based strategies, practitioners can improve outcomes for children in refugee settings.
To read the original research paper, please follow this link: School violence, depression symptoms, and school climate: a cross-sectional study of Congolese and Burundian refugee children.
