In this article, researchers from the Danish RWS team examines qualitatively how teachers of preparatory classes in Danish public schools approach and respond to the care needs of newcomer migrant and refugee learners. We show how teachers care for newcomers and how their care responses are both determined bythe external support available and teachers’ individual dispositions to go beyond their teaching duty. Although many teachers provided social and emotional care for newcomer learners, some teachers felt ill-equipped to address the complex psychosocial needs of newcomers. In the absence of external support, this translatedinto feelings of stress and guilt*. Do you want to know more? Read the article here: https://www.sciencedirect.com/science/article/abs/pii/S0190740920307556?via%3Dihub
*This short summary is based on the abstract of Häggström, F., Borsch, A. S., & Skovdal, M. (2020). Caring alone: The boundaries of teachers’ ethics of care for newly arrived immigrant and refugee learners in Denmark. Children and Youth Services Review, 117, 105248, 1-8. https://doi.org/10.1016/j.childyouth.2020.105248