Understanding the Role of School Administrators in Supporting Refugee Students who Have Experienced Trauma
Open Access DepositedRefugee students face unique educational and social-emotional challenges due to experiences of trauma and displacement. While considerable research exists on the roles of teachers and families in supporting refugee students, there is limited exploration of how school administrators contribute to this work. This qualitative study examined how public elementary school administrators understand their roles in supporting refugee students who have experienced trauma. Guided by Transformative Leadership Theory and the Attachment, Regulation, and Competency (ARC) framework, the research sought to understand administrators’ strategies, challenges, and support systems. Thirteen administrators from schools in the Mid-Atlantic region participated in semi-structured interviews. Data was coded and analyzed using thematic analysis. Key findings revealed that administrators emphasized the importance of transparent communication, collaboration, global awareness, and fostering a sense of belonging among refugee students. However, they also faced challenges such as limited resources, language barriers, and gaps in trauma-specific training. Administrators relied on community partnerships, school-based resources, and staff development efforts to support refugee students' academic and emotional needs. The study highlights the critical role of school leadership in creating trauma-informed, inclusive environments that recognize and address the complex needs of refugee learners. Recommendations for practice include enhancing professional development, strengthening culturally responsive education, increasing community collaboration, and advocating for policy changes that improve access to supports. These findings contribute to the growing body of research emphasizing the intersection of trauma, leadership, and equity in educational settings.
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