Exploring teachers' experiences with and perceptions of mindfulness practice with English language learner and refugee student populations during the COVID-19 pandemic: a case study

Ellen J. Jenkins

doi:10.17918/00000758

The United States receives hundreds of thousands of requests for asylum from displaced persons each year. Recent events-such as the takeover of Afghanistan by the Taliban, the emergence of political and social factors in Haiti and Guatemala, and migration resulting from climate change-have increased appeals for asylum and, in some cases, acceptance of those requests. Due to the Afghani refugee crisis alone, over 53,000 refugees had been processed at U.S. military bases as of October 2021. Nearly half of all refugees are estimated to be under the age of 18. Refugees in the United States are often resettled in larger proportions in a few cities, where refugee students can represent a significant percentage of classroom populations. Many refugee students have experienced trauma, which affects them at school and as they learn. Moreover, English language learners (ELLs) share some of the same challenges faced by refugee students. The need for support by ELL and refugee students increased following the move to online teaching during the COVID-19 pandemic. At the same time, teachers have indicated that they lack knowledge of how to support these students and that they desire training and professional development that will provide them with the information and skills they need to meet refugee and ELL students' needs, including those resulting from the pandemic. Hence, the purpose of this case study was to explore teachers' perceptions of the best ways to support ELL and refugee students, especially during the COVID-19 pandemic, including what the teachers perceived to be the best approach after they had completed mindfulness interventions, as well as to explore how teachers can support themselves with mindfulness practice. Drawing on the literature focused on barriers to ELL and refugee student success, on teachers' ability to and perceptions of how best to effectively support ELL and refugee students, and on the practice of mindfulness, semi-structured interviews were conducted with 13 teachers at a school in Philadelphia before and after they completed an 8-week mindfulness training program to investigate their perceptions of challenges related to supporting ELL and refugee students before and during the COVID-19 pandemic, common strategies adopted for supporting these students, and the ways that mindfulness practice supported them. The study addressed three primary research questions: RQ1: What challenges associated with working with ELL and refugee students did teachers encounter before and during the COVID-19 pandemic? RQ2: What strategies did teachers use to help/support ELL and refugee students before and during the COVID-19 pandemic? RQ3: In what ways has participating in mindfulness training supported teachers as they supported ELL and refugee students during the COVID-19 pandemic, before and after most schools returned to in-person learning? Study findings indicate existing barriers for ELL and refugee students were exacerbated during the pandemic and the period of mandated virtual learning. Prior to participating in mindfulness training, teachers relied on known strategies to support ELL and refugee students in both brick-and-mortar and virtual settings during the pandemic. After completing mindfulness training, teachers incorporated mindful activities and lessons with ELL and refugee students. The findings from this research indicate the teachers interviewed found that mindfulness practice supported their students emotionally, socially, and academically; furthermore, mindfulness practice assisted the teachers as they supported their ELL and refugee students. Indeed, the practice brought teachers together as colleagues and created a sense of community and support among them. Keywords: ELL, refugee, student, asylum, barrier, displaced, teacher, challenges, behavior, behavioral, maladaptive, mindfulness, PTSD, fight, flight, trauma

Exploring teachers' experiences with and perceptions of mindfulness practice with English language learner and refugee student populations during the COVID-19 pandemic: a case study

Files and links (1)

Abstract

Metrics

Details

Exploring teachers' experiences with and perceptions of mindfulness practice with English language learner and refugee student populations during the COVID-19 pandemic: a case study

Files and links (1)

Abstract

Metrics

Details

Drexel University Social media