SOCIAL AND PEDAGOGICAL PROBLEMS OF REFUGEE/IDP STUDENTS UNDER BLOCKADE

Abstract

Forced displacement or forced migration causes physiological and psychological stress that negatively impacts the physical, emotional well-being and education of refugee/IDP students. The purpose of the article is to identify the socio-pedagogical difficulties faced by refugee/IDP students. The research was conducted under blockade conditions from December 2022 to June 2023 in Artsakh (Nagorno-Karabakh). Methods: A mixed-type research method was used (quantitative survey, qualitative interview, focus groups, observation) among refugee/IDP students, their parents, as well as their teachers, and the results were processed using expert research, historical, comparative analysis. The results of the study confirm that forced displacement is the main cause of cognitive, behavioral, motivational, consumer, and communicative difficulties among forcibly displaced students. 69.6% of refugee/IDP students believe that after forced displacement they began to study worse, and among the problems that trouble them, respondents noted longing and nostalgia for home (62%), which is an endemic phenomenon. Interestingly, the majority of parents (74.2%) believe that their children's school performance has declined due to displacement. And the absolute majority of teachers (72.2%) characterize the weak initiative and passivity of refugee/IDP students. They have psycho-pedagogical problems: learning difficulties, neurotic reactions, phobias, sleep/appetite disorders, and behavioral disorders due to traumatic shock.