Teachers play a critical role in providing psychosocial support for newly arrived migrant and refugee learners. Such care ordinarily takes place in the classroom, raising questions about the impact of the 2020 COVID-19 school closures on teachers’ care work. In this article, RWS researchers draw on qualitative interviews with teachers in Danish preparatory classes to examine the challenges they faced staying in contact with, and supporting, migrant and refugee learners during the school closure in the spring of 2020*. Do you want to know more? Read the article open access here: https://www.tandfonline.com/doi/full/10.1080/17450128.2020.1829228
*This short summary is based on the abstract of Primdahl, N. L., Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2021). ‘It’s difficult to help when I am not sitting next to them’: How COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark. Vulnerable Children and Youth Studies, 16(1), 75-85