Balancing, giving space, and invisibilising

Addressing refugee-related topics in Finnish schools

Authors

• Mervi Kaukko Tampereen yliopisto https://orcid.org/0000-0001-8233-1302
• Maria Petäjäniemi Tampereen yliopisto https://orcid.org/0000-0002-0345-8733
• Raisa Harju-Autti Jyväskylän yliopisto https://orcid.org/0000-0002-2217-8630
• Nick Haswell Tampereen yliopisto https://orcid.org/0000-0002-6072-5463
• Jenni Alisaari Tukholman yliopisto https://orcid.org/0000-0003-4096-1888
• Leena Maria Heikkola Åbo Akademi https://orcid.org/0000-0002-1795-7656
• Sanna Mustonen Jyväskylän yliopisto https://orcid.org/0000-0003-0060-1992

DOI: https://doi.org/10.33350/ka.127378

Keywords:

refugee, migration, trauma, Ukraine, invisibilisation, refugee education

Abstract

This article examines how refugee-related topics in general, and the experiences of refugee-background students in particular, are discussed in Finnish schools. The article is based on survey data collected from teachers, principals, and teaching assistants at the end of 2022 (n=267) as well as semi-structured follow-up interviews with selected teachers (n=15). Two open-ended survey questions and two interview questions were analysed for this article. The findings show that school staff wish for more information and training on how to address refugee issues in age-appropriate, safe and sensitive ways in everyday school life. Several teachers feared that raising refugee-related topics in the classroom could burden or traumatise students. The responses highlighted the teachers' efforts to build a safe classroom atmosphere and to treat both refugee students and other students with respect. These efforts influenced teachers' approaches to how refugee topics were or were not handled in classes. Their approaches are divided into three types, which we have entitled balancing, space-giving, and invisibilisation. Handling refugee-related and other difficult topics at school requires good knowledge of students, a smooth flow of information, manageably small group sizes and sufficient work time resources. The ongoing conflicts in Ukraine and elsewhere and the transfer of war-fleeing pupils into Finland’s basic education increase the relevance of these issues in a large number of Finnish schools.