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This article explores the role of schools in supporting unaccompanied young refugees in critical psychosocial transitions concerning processes of socialisation, integration and rehabilitation upon resettlement. Drawing from a qualitative research project based on interviews with students and staff conducted during fieldwork in five secondary schools in Norway, the findings suggest that the psychosocial support provided by schools is random and lacks a concerted effort among relevant professionals. Making schools refugee-competent calls for more comprehensive representations of refugee students and teachers, enhanced collaboration concerning psychosocial support as well as school-based interventions as an integral part of educational policy and practice.
Lutine de Wal Pastoor (Tue,) studied this question.