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The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion

Sarra Boukhari

Education Sciences, Volume: 15, Issue: 6, Start page: 649

Swansea University Author: Sarra Boukhari

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DOI (Published version): 10.3390/educsci15060649

Abstract

This article explores the concept of the Relational Refugee Child (RRC), emphasising the importance of trauma-informed and culturally responsive approaches in fostering refugee students’ educational and social integration. Refugee children often navigate multifaceted layers of disconnection resultin...

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Published in: Education Sciences
ISSN: 2227-7102
Published: MDPI AG 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa69658
first_indexed 2025-06-09T14:25:27Z
last_indexed 2025-06-10T14:33:43Z
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spelling 2025-06-09T15:28:08.1492709 v2 69658 2025-06-09 The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion 1b4ac85aaabf16a7b2116a61528101c2 Sarra Boukhari Sarra Boukhari true false 2025-06-09 SOSS This article explores the concept of the Relational Refugee Child (RRC), emphasising the importance of trauma-informed and culturally responsive approaches in fostering refugee students’ educational and social integration. Refugee children often navigate multifaceted layers of disconnection resulting from cultural, linguistic, and spatial barriers, which challenge their sense of belonging and participation in educational systems. Drawing on a qualitative study with sub-Saharan refugee students and their teachers in Algerian national schools, this article critically explores the relational dimensions of refugee education. It highlights how systemic factors such as language policies and perceptions around integration shape refugee students’ experiences. The study contends that trauma-informed practices, which centre the refugee child, are crucial in addressing the psychological and social burdens of displacement. Simultaneously, culturally and linguistically inclusive pedagogies that actively challenge the marginalisation of “low-prestige” cultures and languages may offer transformative potential by validating refugee students’ identities, fostering meaningful connections, and enhancing their sense of agency. These approaches counter the dominance of monolingual ideologies and recognise the profound cultural and motivational significance of minority languages and cultures. By situating refugee education within the broader framework of relational inclusion, this article advocates for an integrative approach that merges trauma-informed strategies with inclusive methodologies. Journal Article Education Sciences 15 6 649 MDPI AG 2227-7102 relational refugee child; linguistic inclusivity; cultural identity; inclusion; educational integration; trauma-informed pedagogies 24 5 2025 2025-05-24 10.3390/educsci15060649 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University External research funder(s) paid the OA fee (includes OA grants disbursed by the Library) This research was funded by the Algerian Ministry of Higher Education. Open access publication was funded by the British Academy. 2025-06-09T15:28:08.1492709 2025-06-09T15:18:03.4578274 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Sarra Boukhari 1 69658__34430__59606f60c51f46d8be34d4e726265155.pdf 69658.VOR.pdf 2025-06-09T15:24:01.5756128 Output 1242837 application/pdf Version of Record true © 2025 by the author. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. true eng https://creativecommons.org/licenses/by/4.0/
title The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion
spellingShingle The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion
Sarra Boukhari
title_short The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion
title_full The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion
title_fullStr The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion
title_full_unstemmed The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion
title_sort The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion
author_id_str_mv 1b4ac85aaabf16a7b2116a61528101c2
author_id_fullname_str_mv 1b4ac85aaabf16a7b2116a61528101c2_***_Sarra Boukhari
author Sarra Boukhari
author2 Sarra Boukhari
format Journal article
container_title Education Sciences
container_volume 15
container_issue 6
container_start_page 649
publishDate 2025
institution Swansea University
issn 2227-7102
doi_str_mv 10.3390/educsci15060649
publisher MDPI AG
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
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description This article explores the concept of the Relational Refugee Child (RRC), emphasising the importance of trauma-informed and culturally responsive approaches in fostering refugee students’ educational and social integration. Refugee children often navigate multifaceted layers of disconnection resulting from cultural, linguistic, and spatial barriers, which challenge their sense of belonging and participation in educational systems. Drawing on a qualitative study with sub-Saharan refugee students and their teachers in Algerian national schools, this article critically explores the relational dimensions of refugee education. It highlights how systemic factors such as language policies and perceptions around integration shape refugee students’ experiences. The study contends that trauma-informed practices, which centre the refugee child, are crucial in addressing the psychological and social burdens of displacement. Simultaneously, culturally and linguistically inclusive pedagogies that actively challenge the marginalisation of “low-prestige” cultures and languages may offer transformative potential by validating refugee students’ identities, fostering meaningful connections, and enhancing their sense of agency. These approaches counter the dominance of monolingual ideologies and recognise the profound cultural and motivational significance of minority languages and cultures. By situating refugee education within the broader framework of relational inclusion, this article advocates for an integrative approach that merges trauma-informed strategies with inclusive methodologies.
published_date 2025-05-24T05:30:37Z
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score 11.100739

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