Many refugee and forcibly displaced learners have experienced loss, violence, detention or long periods of uncertainty. Teachers are not therapists, but how a class is run can support learning and avoid harm.
Principles (adapted from common trauma-informed frameworks)
| Principle | In the language class |
|---|---|
| Safety | Predictable routines; a calm room; clear start and end times; learners know what will happen |
| Trust | Keep promises; explain why you do things; consistent rules; confidentiality |
| Choice | Learners choose topics to share, partners, whether to speak; "pass" is always allowed |
| Collaboration | Learners help shape the course; peer support; respect expertise from their lives |
| Empowerment | Build on strengths; celebrate progress; language for agency (asking for help, rights, appointments) |
| Cultural humility | Learn about learners' cultures from them; avoid assumptions about nationality, religion or experience |
Topic care
| Higher risk | Safer alternatives |
|---|---|
| "Tell me about your journey here" | "Tell me about a place you like in this city" |
| Family trees (family may be missing or dead) | "People who are important to me" (optional) |
| "Where are you from? Why did you leave?" | Start with the present and the future |
| Childhood memories, home, war, police, borders | Introduce only when learners raise them, never as tasks |
| Role plays with uniforms or authority (police, immigration interviews) | Prepare carefully, with choice, if learners ask for them |
Learners may want to talk about their experiences; listen respectfully and do not probe. Do not use learners' stories as class material without explicit consent.
Classroom practice
- Same routine every lesson; signal changes in advance.
- Seat learners where they can see the door if they wish; avoid sudden loud noises; warn before videos with shouting or sirens.
- Short tasks, frequent movement or breaks; concentration may be affected by stress and lack of sleep.
- Flexible attendance: appointments, housing moves and legal processes interrupt learning; give catch-up packs.
- Praise effort; correct gently; avoid public pressure to speak.
- Interpreters or L1 peers at intake and for important information.
Signs of distress and referral
Withdrawal, sudden anger, panic, falling asleep, repeated absence, disclosures of harm. Respond calmly, give space, follow the organisation's safeguarding procedure, and refer to specialist services (health, mental health, legal, housing) through the designated person. Do not promise confidentiality when someone may be at risk.
Teacher wellbeing
Hearing difficult stories affects teachers. Use supervision or peer support, know your role's limits, and take care of yourself.
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