Addressing migrants’ well-being during COVID-19: An analysis of Chinese communities’ heritage language schools in Germany

Abstract

The coronavirus pandemic and the ensuing lockdown affected social life in every regard. In critical times, the well-being of vulnerable groups is often at stake. Migrants represent a case in point because language barriers and the lack of social networks impede their seeking help from public institutions and information access. In migration policy and research, current attention overwhelmingly focusses on COVID-19’s impact on travel restrictions and healthcare. This article contributes a new perspective by demonstrating how migrants’ well-being needs (understood as emotions and sense of achievement) in education during the COVID-19-induced school closure were addressed by community educational organisations. Focussing on the Chinese community in Germany, data were collected in Chinese heritage language (CHL) schools from three urban areas. This article argues that CHL schools’ reaction to public schools’ closure had a positive impact on their members’ well-being. Such organisations achieved this by expanding their educational programmes during and after the lockdown. These measures ensured continuity in migrant children’s education beyond the realm of heritage language instruction, while enabling migrant parents to seek employment as the economy reopened. Overall, the results of this study underscore the potential of community organisations’ educational programmes in maintaining migrants’ well-being, especially in trying times.