Abstract

The study explored the roles of schools in supporting the learning well-being of refugee learners with psychosocial problems, focusing on learners at Dzaleka refugee camp. Qualitative approaches were used to collect data, including personal interviews by administering semi-structured questionnaires with refugee learners, teachers, and school management committee members. A sample of 45 participants (35 learners, five teachers, five school management committee members) was purposively selected, and 45 in-depth interviews were conducted. The generated data was analysed using Microsoft Excel 2019 package and NVivo 12, employing descriptive and thematic analysis to assess demographic characteristics, psychosocial problems, and the roles of the school in supporting learning well-being. The findings revealed that all studied learners experienced some form of psychosocial problems, including uneasiness, helplessness, and fatigue. Additionally, the school played a vital role in supporting concerned learners by providing an enabling environment in class and off class engagement, relationship building, and referrals to health personnel. The study found evidence supporting the significance of the school in improving learning well being among learners with psychosocial problems. Having better- prepared schools equipped with learning tools that promote the learning well-being of learners may improve the quality of education, potentially leading to reduced cases of mental health issues among refugee learners.

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School	: School of Education
Issued Date	: 2024

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