(In)visibility of migrant children with trauma experience in the Polish education system
(In)visibility of migrant children with trauma experience in the Polish education system

Summary/Abstract: The aim of the article is to present the involvement of schools in Poland in supporting migrant students with trauma experiences. Considering institutional functions, schools can and should play a pivotal role in delivering initial support -- conceptualized as a form of 'first aid' -- to migrant students affected by highly stressful experiences. The article presents the results of a diagnostic survey conducted in the mixed paradigm. The respondents were primary and secondary school teachers from all over the country. The analyses revealed a lack of systemic solutions oriented towards the needs of migrant students with trauma experiences. Schools are seeking solutions due to limited teacher knowledge about the situation and needs of migrant students, as well as about trauma itself. All actions stem from the individual experiences of teachers in working with migrant students, the awareness of the teaching staff, and the school culture. The research findings can contribute to shaping teachers' awareness of the situation of students with trauma experiences. They are also important for teacher and student training, as well as for the development of proper solutions within the school environment.

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