Next Article in Journal
Role of Comparative Advantage in Biofuel Policy Adoption in Latin America
Previous Article in Journal
Benchmarking the Swedish Diet Relative to Global and National Environmental Targets—Identification of Indicator Limitations and Data Gaps
Open AccessArticle

Psychosocial Support and Emergency Education: An Explorative Study of Perceptions among Adult Stakeholders in Sudan and South Sudan

1
Department of Psychology, University of Bergen, 5020 Bergen, Norway
2
Department of Social Work, Child Welfare and Social Policy, OsloMet Oslo Metropolitan University, 0130 Oslo, Norway
3
Ahfad Trauma Center, Ahfad University for Women, Khartoum 1123, Sudan
4
Department of International Studies and Interpreting, OsloMet, Oslo Metropolitan University, 0130 Oslo, Norway
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(4), 1410; https://doi.org/10.3390/su12041410 (registering DOI)
Received: 10 December 2019 / Revised: 2 February 2020 / Accepted: 9 February 2020 / Published: 14 February 2020
(This article belongs to the Section Psychology of Sustainability and Sustainable Development)
The link between education and psychosocial wellbeing is important, but complex. This study seeks to explore stakeholder’s views on the role of school education in the psychosocial support and wellbeing of children in the context of Sudan and South Sudan. Qualitative interviews were conducted among teachers, parents, counsellors, and NGO staff who were stakeholders in terms of providing education and psychosocial support for refugee children or children living in another kind of emergency situation. Even though no integrated psychosocial support was reported, teachers and schools were seen as having important roles to play, especially in terms of material and practical help, as well as for emotional needs. There was a clear motivation for providing more systematic help and access to methods and tools to serve this purpose. The development of helping strategies targeted for use in schools by teachers, which build on and strengthens existing ideas and practices, were explored. The potential for integrated psychosocial support is discussed based on these findings.
Keywords: Psychosocial; Sudan; South Sudan; teachers; education in emergencies Psychosocial; Sudan; South Sudan; teachers; education in emergencies
MDPI and ACS Style

Heltne, U.M.; Dybdahl, R.; Elkhalifa, S.; Breidlid, A. Psychosocial Support and Emergency Education: An Explorative Study of Perceptions among Adult Stakeholders in Sudan and South Sudan. Sustainability 2020, 12, 1410.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop