School adaptation, emotional development, and social integration among afghan refugee adolescents: a psychoeducational case study
DOI:
https://doi.org/10.5281/zenodo.21161348Keywords:
forced migration, refugees, educational inclusion, school adaptation, resilienceAbstract
This study examines the school, social, and emotional adaptation experiences of two Afghan refugee adolescents living in Spain from a psychoeducational perspective. The main objective is to understand the factors influencing their educational and social integration following a forced migration experience, identifying both the barriers they face and the elements that facilitate their adaptation. To achieve this, a qualitative case study design was adopted, using semi-structured interviews conducted with the two adolescents and their mother, a former refugee teacher. The analysis identified four key dimensions: forced migration as an experience of biographical and emotional disruption, language barriers as the main obstacle to adaptation, the role of the school as a space for inclusion and support, and the importance of family resilience in rebuilding life projects. The findings indicate that language-related difficulties significantly affect both academic and social integration, whereas family support, teacher involvement, and the gradual development of friendships act as protective factors. The study concludes that the adaptation of refugee pupils is a complex and multidimensional process that requires comprehensive educational responses aimed at promoting inclusion, emotional well-being, and a sense of belonging within the school community.
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