The Danish team was interested in knowing how teachers’ care for their refugee and migrant learners at school. They found that teachers in their study made remarkable efforts to care, not only related to language teaching-learning. However, these teachers also often felt less prepared to respond to the complex psychosocial needs of migrant and refugee adolescents, and that the availability of professional support played in a role in teachers’ practicing care.* Want to know more? See the full article here.
*This description 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 an Youth Services Review, 117, doi:https://doi.org/10.1016/j.childyouth.2020.105248