The mediation of meaning in schooling unaccompanied young refugees in Norway Lutine de Wal Pastoor - PhD Educational Anthropology Norwegian Centre for Violence and Traumatic Stress Studies, Oslo ISCAR 2014, October 1, Sydney –

“If I should write a book about my life, it will have to be called ‘Sad’… It cannot be just one book; it may be ten, twenty, there is so much to tell …” (Faiz, unaccompanied young refugee from Afghanistan). Faiz, unaccompanied young refugee

Unaccompanied refugee minors (URM) in Norway Unaccompanied refugee minors: refugee children and young people under the age of 18, who arrive in Norway unaccompanied by parents or other persons with parental responsibility 2005: 322; 2006: 349; 2007: 403; 2008: 1374; 2009: 2500; 2010: 892; 2011: 858; 2012: 964; 2013: 1.070; 2014 (pr 01.08): 644. Age: about 90% of the URM are years old Gender: 80% are male Countries of origin: In recent years, most from Afghanistan (65%), Somalia, Eritrea and Iraq. In 2013 most from Somalia, and a growing number from Algeria, Morocco and Syria. In 2014 most from Eritrea.

Three significant transitional processes regarding young refugees’ schooling: A socialization process: the development from childhood to adulthood An integration process: the sociocultural adjustment to their life in a new society A rehabilitation process: the restoration of meaning and psychosocial wellbeing

Transition vs change “A change occurs when something in the external environment is altered. These changes trigger an internal psychological reorientation process in those who are expected to carry out or respond to the change. Transition is this internal process that people must go through in order to come to terms with a new situation. Unless transition occurs, change will not work” (Bridges, 2009, p. 3)

Mediating a sense of coherence Young refugees need to experience that their life ‘hangs together’, i.e. represents a coherent entity. People’s sense of coherence consists of three components: comprehensibility, manageability and meaningfulness (Antonovsky, 1987). Schools may function as salutogenic arenas, i.e. arenas promoting mental health and wellbeing, by mediating a sense of coherence through activities that restore safety and predictability as well as promote meaning and understanding

Unaccompanied young refugees resettling in Norway - Focusing on education, accommodation and care provisions (FUS) Background for the FUS study ( ) A great need for research-based knowledge of unaccompanied young refugees upon resettlement in general and their schooling experiences in particular. Young refugees have high dropout rates in secondary schools (including vocational training): about 60 percent Even though they have high aspirations and are motivated to succeed, young refugees drop out of school. What happens? It is crucial to gain improved understanding, as well as how they may be supported and encouraged – in and out of school.

Participants FUS study Unaccompanied young refugees: n = 40 (32 males and 8 females). Adapted lower secondary school (26), upper secondary school (14). Age: between 16 and 23 years of age (all under 18 years upon arrival). Countries of origin: Afghanistan (24), followed by Somalia (6), Eritrea (2), Ethiopia (2), Iraq (2), Iran (1), Chechnya (1), Nigeria (1) and Zimbabwe (1). School staff: n = 25, i.e. 14 teachers, 8 school counsellors, and 3 heads of department Child welfare workers / staff: n= 40

School may play a decisive role during resettlement: – As a place to learn formal school knowledge social skills / informal cultural knowledge – As a place to be: guidance and support from significant adults socializing with peers psychosocial adjustment and mental recovery  socialization, integration and rehabilitation

The case of Jamal “I'm always afraid my father, because we have respect in the family. When he says, do like this, that's how it's done, you should do it. If not, then you get a beating” “I need somebody to show the right way, not the crooked one. I want to become a good boy. Manage school and get the education I need, the job I want. When you cannot get that, how do you get by then?” (Jamal, young East African refugee)

The case of Arman “I was the first or second in my class who became very fond of giving a speech, talking about politics and telling others what is going on in the world. I tell my classmates what my solution is, that this problem can be solved by doing this or that, right? (…) Well, there is quite a difference between Norway and Afghanistan. The largest is, as I see it, that Norway is a democratic country. People are equal here. And all young people are entitled to free schooling. While in Afghanistan, many young people have no chance to go to school which is a human right. There is much discrimination and people are not equal” (Arman, young Afghan refugee).

After frequent disruptions, potentially traumatizing pre- migration events and exile related challenges, school may support young refugees to reestablish a meaningful life. The resettlement of unaccompanied young refugees requires a comprehensive approach, also aiming at restoring meaning and enhancing psychosocial well-being, a process in which schools may play a decisive role. Adaptation is a mutual process. Refugee students need to adapt to Norwegian school and society. Similarly, Norwegian schools have to adapt by providing educational and psychosocial support to young refugees.. Concluding remarks

Thank you for your attention! For more information: Lutine de Wal Pastoor