The Happiness Experiences of Refugee Children at School: a Phenomenological Study

Osman Tayyar Çelik (), Ümit Kahraman (), Cihangir Kaçmaz () and Betül Kapkın İçen ()
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Osman Tayyar Çelik: İnönü University
Ümit Kahraman: Bilecik Şeyh Edebali University
Cihangir Kaçmaz: Kayseri University
Betül Kapkın İçen: Inonu University

Child Indicators Research, 2025, vol. 18, issue 2, No 1, 473-499

Abstract: Abstract This study utilized the phenomenological research approach to examine the school happiness experiences of refugee children who migrated to Türkiye. This research builds on Bronfenbrenner’s ecological model. The research was conducted with 27 Syrian refugee middle school students studying in Malatya, and data were collected using a semi-structured interview form. The data were analyzed through content analysis. The findings revealed that friendship, language, and communication skills, activities suited to their interests and talents, and teacher support were of critical importance in the school happiness experiences of refugee students. While refugee students expressed great happiness in spending time with their friends, they also experienced negative situations such as bullying and social exclusion. Language and communication problems constituted a significant barrier in the school adaptation process of refugee students and led to their isolation. Additionally, activities suited to their interests and talents reinforced their sense of belonging to the school and contributed to their social acceptance. Consequently, strategies should be developed to positively enhance friendships, strengthen language and communication skills, encourage activities suited to their interests and talents, and increase teacher support to improve the school happiness of refugee students and support their social integration.

Keywords: Refugee students; Migrant students; School happiness; Phenomenology; Ecological model (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s12187-024-10206-6

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