Psychosocial Support and Emergency Education: An Explorative Study of Perceptions among Adult Stakeholders in Sudan and South Sudan

Unni Marie Heltne, Ragnhild Dybdahl, Suleima Elkhalifa and Anders Breidlid
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Unni Marie Heltne: Department of Psychology, University of Bergen, 5020 Bergen, Norway
Ragnhild Dybdahl: Department of Psychology, University of Bergen, 5020 Bergen, Norway
Suleima Elkhalifa: Ahfad Trauma Center, Ahfad University for Women, Khartoum 1123, Sudan
Anders Breidlid: Department of International Studies and Interpreting, OsloMet, Oslo Metropolitan University, 0130 Oslo, Norway

Sustainability, 2020, vol. 12, issue 4, 1-19

Abstract: The link between education and psychosocial wellbeing is important, but complex. This study seeks to explore stakeholder’s views on the role of school education in the psychosocial support and wellbeing of children in the context of Sudan and South Sudan. Qualitative interviews were conducted among teachers, parents, counsellors, and NGO staff who were stakeholders in terms of providing education and psychosocial support for refugee children or children living in another kind of emergency situation. Even though no integrated psychosocial support was reported, teachers and schools were seen as having important roles to play, especially in terms of material and practical help, as well as for emotional needs. There was a clear motivation for providing more systematic help and access to methods and tools to serve this purpose. The development of helping strategies targeted for use in schools by teachers, which build on and strengthens existing ideas and practices, were explored. The potential for integrated psychosocial support is discussed based on these findings.

Keywords: Psychosocial; Sudan; South Sudan; teachers; education in emergencies (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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