Given that schools are promising spaces for supporting newcomer refugee and migrant learners psychosocially, the Danish RWS team was curious to understand what role young newcomers themselves play in relation to each other’s well-being. Drawing on an ethnographic approach, this article shows how refugee and immigrant adolescents in two preparatory classes in Denmark develop their own practices of care for self and others. The analysis reveals how newcomers form significant everyday caring practices conducive to well-being, and highlights the temporally and spatially bounded nature of their care. The authors also propose a novel conceptual lens for school-based support for newcomer learners *. Do you want to know more? Read the article open access here: https://www.sciencedirect.com/science/article/pii/S2666558120300014
*This short summary is based on the abstract of Borsch, A. S., Vitus, K., & Skovdal, M. (2021). School caringscapes: Understanding how time and space shape refugee and immigrant adolescents’ caring practices and wellbeing in Danish schools. Wellbeing, Space and Society, 2, 100001. https://doi.org/10.1016/j.wss.2020.100001