Creating a better primary educational environment for refugee children in Malta

Abstract

The aim of this study was to understand the experience of refugee children in Maltese primary state schools, to create awareness of the problems they encounter, explore present needs so they can be adequately catered for in the future. Data was collected using qualitative methods by means of observations in the school setting and tape-recorded interviews with refugee children, their parents and teachers. The latter were transcribed and analysed using thematic analysis. Three main themes emerged from the data gathered in the study: 'relationships', 'learning environment' and 'pedagogy'. It appears that refugee children in Maltese primary schools encounter various problems that hinder them from achieving fully at school, including language problems, financial difficulties, cultural barriers, and the scar left from negative past experiences. These findings were in keeping with those documented in international research. Teachers were generally aware of these difficulties but rarely catered appropriately for them. This was due to lack of training in issues related to refugee children, time constraints to adequately plan and prepare and limited communication with parents mainly resulting from linguistic barriers. However, a program for refugee children is being carried out in one particular state school, which aims to broaden their linguistic skills and cater for them more effectively. Data gathered also revealed that often Maltese children accepted refugee children and whenever arguments were apparent, this was mostly due to the children's childish ways rather than racial discrimination. Such discrimination was neither evident on the teachers' part. Parent-teacher communication seems to be highly lacking. Refugee parents are not highly regarded by teachers as the children's lack of achievement is often attributed to their parents' insufficient concern. This contrasts with the positive view refugee parents hold about their children's teachers. It is suggested that further research is done to evaluate the efficacy of the proposed recommendations in the children's progress. Besides, research needs to be carried out on asylum seekers encountering similar difficulties as those of refugee children.