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August 19, 2025Open Access

Teachers’ experiences of supporting the mental health needs of refugee students in resource-poor settings: a qualitative study in Iran

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Qualitative analysis reveals educators' strategies for addressing refugee children's mental health needs, emphasizing collaboration with caregivers.

Teachers foster close relationships with refugee students to identify trauma-related mental health needs effectively, enhancing support outcomes.
A collaborative home-school partnership is crucial; refugee caregivers play a fundamental role in supporting students' mental health initiatives.
Data were gathered through semi-structured qualitative interviews with 30 teachers across eleven schools in socio-economically deprived communities.
Findings indicate that context-specific barriers, such as financial stress, hinder the ability of teachers to provide continuous support to refugee students.

Rajabi et al. (2025) studied this question.

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Qualitative analysis reveals educators' strategies for addressing refugee children's mental health needs, emphasizing collaboration with caregivers.