Working with Displaced Children and Youth : Insights from Educational Professionals in Germany and Switzerland

Sammanfattning

With the rise of refugee movements worldwide, educational institutions are increasingly faced with the challenge of supporting refugee children and youth who encounter unique obstacles in their educational pathways. Despite political measures aimed at facilitating the integration and education of refugee students, educational professionals face significant difficulties due to bureaucratic obstacles, insufficient resources and inadequate training. These systemic issues not only affect the quality of education, but also contribute to significant emotional and psychological strain on educational professionals. This thesis explores and compares the experiences of educational professionals working with displaced children and youths in compulsory education in Switzerland and Germany. For this study, a qualitative approach was employed, and 14 problem-centred interviews were conducted to explore the practical realities of refugee education as perceived by educational professionals. Thematic Analysis was used to analyse the collected data and theoretical frameworks such as Gilligan’s Care Theory, Critical Pedagogy and Social Capital Theory guide the analysis and interpretation of the data. The findings reveal that there is a significant gap between policy intentions and practical implementation, with educators often operating in complex and unsupported environments. Key challenges identified include long asylum procedures, fluctuating policies and inadequate educational infrastructure that hinder effective teaching and learning. The study emphasises the need for improved support systems, including increased staffing, continuous and context-specific training and improved educational facilities. It also emphasises the importance of context-specific strategies tailored to the particular needs of refugee students in different settings. The thesis argues for a more collaborative approach to refugee education that involves multi-professional teams of educators, social workers, psychologists and other specialists.