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Beyond education: What role can schools play in the support and protection of children in extreme settings?

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  • Skovdal, Morten
  • Campbell, Catherine

Abstract

This paper seeks to contribute to the development of the field of ‘schools in extreme settings’ as a specific problem space for research that informs school-focused policies and interventions to support children in adversity. Through a review of articles in this issue of International Journal of Education Development, we argue that such a field can facilitate a much needed discussion on the role of schools in supporting and protecting vulnerable children, highlighting how schools both contribute to and actively address disadvantages and hardship facing children. We end the paper by charting out key research areas for the field. We caution against earmarking schools and teachers as actors responsible for ameliorating the impacts of complex social problems in the absence of efforts to embed schools in supportive local community, national and global responses to support such a trend.

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  • Skovdal, Morten & Campbell, Catherine, 2015. "Beyond education: What role can schools play in the support and protection of children in extreme settings?," International Journal of Educational Development, Elsevier, vol. 41(C), pages 175-183.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:175-183
    DOI: 10.1016/j.ijedudev.2015.02.005
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    References listed on IDEAS

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    1. Mutch, Carol, 2015. "The role of schools in disaster settings: Learning from the 2010–2011 New Zealand earthquakes," International Journal of Educational Development, Elsevier, vol. 41(C), pages 283-291.
    2. Chauhan, Apurv, 2015. "Plates for slates: The impact of a school feeding programme on community representations of schools," International Journal of Educational Development, Elsevier, vol. 41(C), pages 292-300.
    3. Akesson, Bree, 2015. "School as a place of violence and hope: Tensions of education for children and families in post-intifada Palestine," International Journal of Educational Development, Elsevier, vol. 41(C), pages 192-199.
    4. Bhana, Deevia, 2015. "When caring is not enough: The limits of teachers’ support for South African primary school-girls in the context of sexual violence," International Journal of Educational Development, Elsevier, vol. 41(C), pages 262-270.
    5. Campbell, Catherine & Andersen, Louise & Mutsikiwa, Alice & Pufall, Erica & Skovdal, Morten & Madanhire, Claudius & Nyamukapa, Connie & Gregson, Simon, 2015. "Factors shaping the HIV-competence of two primary schools in rural Zimbabwe," International Journal of Educational Development, Elsevier, vol. 41(C), pages 226-236.
    6. Jere R. Behrman & Susan W. Parker & Petra E. Todd, 2011. "Do Conditional Cash Transfers for Schooling Generate Lasting Benefits?: A Five-Year Followup of PROGRESA/Oportunidades," Journal of Human Resources, University of Wisconsin Press, vol. 46(1), pages 93-122.
    7. Jones, Nicola & Samuels, Fiona, 2015. "The role of cash transfers in maximising schools’ protective effects for children in extreme settings: An ecological approach," International Journal of Educational Development, Elsevier, vol. 41(C), pages 217-225.
    8. Porter, Holly E., 2015. "“Say no to bad touches”: Schools, sexual identity and sexual violence in northern Uganda," International Journal of Educational Development, Elsevier, vol. 41(C), pages 271-282.
    9. Tucker, Stanley & Trotman, Dave & Martyn, Madeline, 2015. "Vulnerability: The role of schools in supporting young people exposed to challenging environments and situations," International Journal of Educational Development, Elsevier, vol. 41(C), pages 301-306.
    10. Keshavarz, Nastaran & Nutbeam, Don & Rowling, Louise & Khavarpour, Freidoon, 2010. "Schools as social complex adaptive systems: A new way to understand the challenges of introducing the health promoting schools concept," Social Science & Medicine, Elsevier, vol. 70(10), pages 1467-1474, May.
    11. McLaughlin, Colleen & Swartz, Sharlene & Cobbett, Mary & Kiragu, Susan, 2015. "Inviting Backchat: How schools and communities in Ghana, Swaziland and Kenya support children to contextualise knowledge and create agency through sexuality education," International Journal of Educational Development, Elsevier, vol. 41(C), pages 208-216.
    12. van Ommering, Erik, 2015. "Formal history education in Lebanon: Crossroads of past conflicts and prospects for peace," International Journal of Educational Development, Elsevier, vol. 41(C), pages 200-207.
    13. Baxen, Jean & Haipinge, Emilie, 2015. "School experiences of HIV-positive secondary school learners on ARV treatment in Namibia," International Journal of Educational Development, Elsevier, vol. 41(C), pages 237-244.
    14. Fazel, Mina, 2015. "A moment of change: Facilitating refugee children's mental health in UK schools," International Journal of Educational Development, Elsevier, vol. 41(C), pages 255-261.
    15. Pastoor, Lutine de Wal, 2015. "The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway," International Journal of Educational Development, Elsevier, vol. 41(C), pages 245-254.
    16. Howarth, Caroline & Andreouli, Eleni, 2015. "‘Changing the context’: Tackling discrimination at school and in society," International Journal of Educational Development, Elsevier, vol. 41(C), pages 184-191.
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    Cited by:

    1. Häggström, Felix & Borsch, Anne Sofie & Skovdal, Morten, 2020. "Caring alone: The boundaries of teachers' ethics of care for newly arrived immigrant and refugee learners in Denmark," Children and Youth Services Review, Elsevier, vol. 117(C).
    2. Crea, Thomas M., 2016. "Refugee higher education: Contextual challenges and implications for program design, delivery, and accompaniment," International Journal of Educational Development, Elsevier, vol. 46(C), pages 12-22.
    3. Yiyeon Kim, 2021. "The geographic scope of conflict and HIV," International Journal of Health Planning and Management, Wiley Blackwell, vol. 36(6), pages 2313-2322, November.
    4. Justino, Patricia, 2016. "Supply and demand restrictions to education in conflict-affected countries: New research and future agendas," International Journal of Educational Development, Elsevier, vol. 47(C), pages 76-85.
    5. Borsch, Anne Sofie & Verelst, An & Jervelund, Signe Smith & Derluyn, Ilse & Skovdal, Morten, 2023. "Understanding interventions as social practices: How a school-based mental health intervention for migrant adolescents in Denmark interacted with context," Children and Youth Services Review, Elsevier, vol. 153(C).
    6. Melanie McKoin Owens & Alexis Zickafoose & Gary Wingenbach & Sana Haddad & Jamie Freeny & Josephine Engels, 2022. "Selected Texan K-12 Educators’ Perceptions of Youth Suicide Prevention Training," IJERPH, MDPI, vol. 19(19), pages 1-12, October.
    7. Bhana, Deevia & Janak, Raksha & Pillay, Daisy & Ramrathan, Labby, 2021. "Masculinity and violence: Gender, poverty and culture in a rural primary school in South Africa," International Journal of Educational Development, Elsevier, vol. 87(C).
    8. Denis-Ramirez, Elise & Sørensen, Katrine Holmegaard & Skovdal, Morten, 2017. "In the midst of a ‘perfect storm’: Unpacking the causes and consequences of Ebola-related stigma for children orphaned by Ebola in Sierra Leone," Children and Youth Services Review, Elsevier, vol. 73(C), pages 445-453.
    9. Catherine Campbell & Louise Andersen & Alice Mutsikiwa & Claudius Madanhire & Constance Nyamukapa & Simon Gregson, 2016. "Can Schools Support HIV/AIDS-Affected Children? Exploring the ‘Ethic of Care’ amongst Rural Zimbabwean Teachers," PLOS ONE, Public Library of Science, vol. 11(1), pages 1-22, January.

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