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The Happiness Experiences of Refugee Children at School: a Phenomenological Study

Author

Listed:
  • Osman Tayyar Çelik

    (İnönü University)

  • Ümit Kahraman

    (Bilecik Şeyh Edebali University)

  • Cihangir Kaçmaz

    (Kayseri University)

  • Betül Kapkın İçen

    (Inonu University)

Abstract

This study utilized the phenomenological research approach to examine the school happiness experiences of refugee children who migrated to Türkiye. This research builds on Bronfenbrenner’s ecological model. The research was conducted with 27 Syrian refugee middle school students studying in Malatya, and data were collected using a semi-structured interview form. The data were analyzed through content analysis. The findings revealed that friendship, language, and communication skills, activities suited to their interests and talents, and teacher support were of critical importance in the school happiness experiences of refugee students. While refugee students expressed great happiness in spending time with their friends, they also experienced negative situations such as bullying and social exclusion. Language and communication problems constituted a significant barrier in the school adaptation process of refugee students and led to their isolation. Additionally, activities suited to their interests and talents reinforced their sense of belonging to the school and contributed to their social acceptance. Consequently, strategies should be developed to positively enhance friendships, strengthen language and communication skills, encourage activities suited to their interests and talents, and increase teacher support to improve the school happiness of refugee students and support their social integration.

Suggested Citation

  • Osman Tayyar Çelik & Ümit Kahraman & Cihangir Kaçmaz & Betül Kapkın İçen, 2025. "The Happiness Experiences of Refugee Children at School: a Phenomenological Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 18(2), pages 473-499, April.
    • Handle: RePEc:spr:chinre:v:18:y:2025:i:2:d:10.1007_s12187-024-10206-6
    DOI: 10.1007/s12187-024-10206-6
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    References listed on IDEAS

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    1. Tania Clarke & Ruth Platt, 2023. "Children’s Lived Experiences of Wellbeing at School in England: a Phenomenological Inquiry," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(3), pages 963-996, June.
    2. Wafaa El Zaatari & Imad Maalouf, 2022. "How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School?," SAGE Open, , vol. 12(4), pages 21582440221, October.
    3. Mammadova, Nigar & Aypay, Ahmet, 2023. "Syrian refugee students’ sense of school belonging and educational aspirations," International Journal of Educational Development, Elsevier, vol. 102(C).
    4. Fabiane Friedrich Schutz & Diana Miconi & Lívia Maria Bedin & Mónica Ruiz-Casares, 2024. "Contribution of Relationships with Friends and Teachers and Experiences of School Violence to the Subjective Well-Being of Immigrant Children," Journal of Happiness Studies, Springer, vol. 25(3), pages 1-17, March.
    5. Nektaria Palaiologou & Viktoria Prekate, 2023. "Refugee Students’ Psychosocial Well-Being: The Case of a Refugee Hospitality Centre in Greece," Societies, MDPI, vol. 13(3), pages 1-11, March.
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