Teaching as a primary therapeutic intervention for learners from refugee backgrounds

Abstract

Refugees almost invariably have a history of traumatic experience and significant loss. However, for some, therapy is neither a practical nor a readily available solution and for others, it may present further challenges in terms of stigma or cultural inappropriateness. On the other hand, a classroom is generally considered unthreatening and, as teachers are with their learners on a regular basis, the opportunity exists for them to provide support and a form of healing. This article presents a range of therapeutic pedagogical strategies which can provide interventions for refugee backgrounds learners. It makes particular reference to the New Zealand on-arrival programme for refugees.