Subjective School Wellbeing of Refugee and Local Children: Voices from Having, Loving, and Being Dimensions

Autor/inn/en	Karan, Seyda; Erdemir, Ersoy
Titel	Subjective School Wellbeing of Refugee and Local Children: Voices from Having, Loving, and Being Dimensions
Quelle	In: Early Child Development and Care, 193 (2023) 9-10, S.1141-1158 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karan, Seyda) ORCID (Erdemir, Ersoy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2023.2234671
Schlagwörter	Foreign Countries; Refugees; Well Being; Public Schools; Elementary School Students; Environmental Influences; Educational Environment; Family Environment; Neighborhoods; Interpersonal Relationship; Syria; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Well-being; Wellness; Wohlbefinden; Public school; Öffentliche Schule; Environmental influence; Umwelteinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Neighbourhoods; Nachbarschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Syrien
Abstract	The influx of refugees has drastically changed the ethnic composition of early childhood education system in Turkey, especially in provinces where refugees are resettled. Given this change, how refugee and local children are functioning with their wellbeing at school remains an underexplored yet an important area of research. This single case study conducted at multiple sites aimed to examine subjective school wellbeing among Syrian refugee and Turkish local children in public primary schools. Situated within school wellbeing model and ecological systems theory, the study investigated both groups of children's contextually bounded realities and experiences in their shared school environments. Utilizing child-centred visual elicitation methods and participatory research techniques with 10 children at two schools, the study foregrounded children's subjective voices with respect to indicators of wellbeing at school. Children conceptualized their school wellbeing in "having," "loving," and "being" dimensions, along with a variety of subjective indicators associated with each dimension. School wellbeing was not exclusively related to conditions and relations at school level. Rather, home- and neighbourhood-level indicators in proximal environments, as well as policies and societal regulations in distal environments, converged to influence their wellbeing at school. Relevant implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01