Trauma-sensitive teaching: Supporting refugee students through music education

Abstract

Refugee children are a significant part of contemporary Canadian classrooms. Children who have fled their homes as refugees have experienced trauma and bear the effects of it socially, emotionally and academically. My study identifies trauma-sensitive strategies that music educators in Ontario are using to support refugee students from kindergarten to Grade 8. Through three semi-structured interviews with K–8 music educators, I identified four main themes to trauma-sensitive music instruction. Trauma-sensitive music education (a) provides holistic care for refugee students; (b) supports refugee students in feeling empowered; (c) provides a space in which refugee students can cultivate their sense of personal and collective awareness; and (d) enables refugee students to feel a sense of belonging. The implications of these findings provide music educators with practical tools and strategies to facilitate a learning environment in which refugee students can experience hope and healing.