Lead partner: Norway
In-Service Teacher Training (INSETT) (responsible expert: NKVTS, Norway)
The intervention, which is being developed by Lutine de Wal Pastoor (NKVTS), intends to strengthen teachers’ competence and self-efficacy in three areas:
- Promoting refugee/migrant students’ mental health and psychosocial wellbeing;
- Encouraging positive interethnic relationships and strengthening school belonging;
- Fostering supportive interrelationships with parents, caregivers and/or guardians to promote school involvement.
In other words, INSETT seeks to make teachers and schools (more) ‘refugee competent’ (Pastoor, 2015).
The INSETT intervention will run over a period of 10-12 weeks. It consists of three interrelated course modules, i.e., two collective learning modules (whole-day seminars) and – in between – an individual module (the Augeo online course).
As a thematic framework, INSETT will use the Dutch Augeo Foundation’s online teacher training course “Providing support to refugee young people”. This online course consists of 8 sections, ‘lectures’ that can be followed flexibly and separately (4-5 hours of study in total). Each lecture deals with a special theme, including theory, case histories, exercises and recommendations for further reading.
Certain themes of the online course will be elaborated upon in the two full-day seminars for the participating teachers. A joint introductory seminar starts off the INSETT intervention and explains its goals, content, design and methods as well as its implementation in relation to the particular national and institutional context. Furthermore, it will present central migration terms as well as how the refugee/migration experience may have an impact on students’ school functioning and wellbeing.
After having completed the Augeo online course, a final follow-up seminar will allow the participants to share their experiences as well as provide the opportunity to elaborate more on certain topics of interest. Relevant topics will be to learn more about trauma and stress, the therapeutic ‘window of tolerance’ (Ogden et al., 2006; Siegel, 1999), self-regulation and other coping techniques (Schultz, 2013).
Another central topic will be identity and belonging, especially the importance of developing a sense of school belonging which increases students’ well-being as well as the likeliness to succeed in school (Kia-Keating & Ellis, 2007).