Understanding Vulnerabilities: Teachers’ Awareness and Role in the Educational Experience of Refugee Children in Amman, Jordan

This thesis explores the experiences of refugee children in two governmental schools in Amman, Jordan, and teachers’ role and awareness of these children’s unique vulnerabilities on their education. A qualitative method based on semi-structured interviews was chosen to gather and analyse the participants’ experiences, insights, and feelings. The study sample consisted of nineteen refugee students (Syrians, Iraqis and Yemenis) aged 9-16 and six school personnel. The three chapters of this research provide, respectively: 1) An overview of the refugee context in Jordan, the challenges faced by the refugee community, and the applicable human rights frameworks; 2) The findings from the interviews, including children’s feelings at school; their relationship with their teachers; and teachers’ awareness of their students’ backgrounds and vulnerabilities; 3) A discussion of possible future steps to enhance refugee students’ educational experience, including a focus on teachers’ capacity building. Children’s insights underline the importance of a positive relationship with teachers in their educational experience, as well as the impact of the double-shift system on their feelings at school. The study also highlights that despite efforts by civil society actors to improve capacity-building opportunities for teachers, more needs to be done to render them available and accessible for all teachers, most importantly for those directly working with refugee children. Furthermore, raising institutional awareness of the specific needs and vulnerabilities of refugee students is crucial.