Helping Syrian Refugees in Lebanon Overcome Academic and Psychosocial Challenges

Abstract

This study explores educational challenges that Syrian refugee children face, and support programs offered to them by an NGO for non-formal early childhood education. It is guided by the theory of care and education in emergency framework. The researcher had access to the study site, and the participants are employed at that NGO making them a purposeful sample of teachers, teacher assistants, educational coach, ECE program manager, and PSS program manager. A qualitative case study design was adopted to explore the phenomenon in its natural setting. Data were collected through class observations, semi-structured interviews, and document analysis. Items for the observations and interviews were derived from the research questions and the reviewed literature, and the instruments were piloted to enhance their credibility. Ethical considerations were ensured by the IRB approval. Data were analyzed inductively, and results were cross checked through triangulation to increase the trustworthiness of findings. Twelve sub-themes were grouped into Educational Challenges, Academic and Psychosocial Support. Results show that behavior challenges, issues in teacher-student interaction, and language difficulties disrupted the Syrian refugee children’s education. Academic support was provided through instructional and engagement practices, use of children’s native language, and positive classroom management. The PSS program and social and emotional learning (SEL) are embedded in the curriculum; PSS is provided through creating a safe and inclusive environment, promoting the children’s identities, motivating them, and helping them express themselves through different activities.