ORCID

Document Type

Article

Abstract

Aim(s):This reflective piece explores how schools in the United Kingdom (UK) can meaningfully support refugee children affected by war and conflict. Drawing on insights from a doctoral study, it reflects on how empathy and trauma awareness can foster belonging among refugee children, encouraging meaningful educational practice in times of global conflict.Method/Rationale:The study was conducted in mainstream primary schools in south-west England. It included qualitative data collected through semi-structured interviews with teachers and parents, observation of students’ classroom activities, field notes and classroom and corridor displays. This article presents a reflective narrative of a teacher’s experience with two Syrian refugee sisters, analysed through an interpretive, empathy-based lens.Potential findings:The narrative demonstrates how language support and empathetic leadership can enable refugee children’s gradual transition from fear to confidence. It highlights the role of schools as potential sites of healing, where education extends beyond academic instruction to encompass recovery through empathy, belonging and social connection.Limitations:As a reflective and interpretive write-up, the findings are context-specific and not intended for statistical generalisation. It does not include longitudinal data or broad systemic comparisons of refugee education across different regions.Conclusions:The paper argues that educating refugee children must move beyond deficit-based perspectives to embrace compassion and trauma-informed pedagogy. Embedding empathy and belonging within educational practice is essential to ensuring that schooling becomes a space for recovery, dignity and renewed hope.

Publication Date

2026-08-21

Publication Title

Educational and Child Psychology

Volume

43

Issue

2

ISSN

0267-1611

Deposit Date

2026-09-11

Keywords

Empathy, belonging, trauma-informed teaching, refugee education

First Page

61

Last Page

71

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