Abstract
The goal of this paper is to provide an additional resource addressing a pressing need in the international education community. The issue of refugee education is a widespread problem that runs the risk of being overlooked; the UN Refugee Agency reports that educational progress and academic needs often go unrecorded and lack formal response (UN Refugee Agency, 2016). Likewise, the trauma children have gone through can manifest itself in behavioral and cognitive impairments making learning difficult. Given the length requirements of the paper and the resource constraints of remote learning, this paper focuses on refugee response in Athens, Greece, an area that has been disproportionately affected by the Mediterranean migration crisis. Specifically, it hones in on the experience of a student volunteer for Khora, an organization which provides educational play spaces for children outside the camps. Through a literature review of the effects of trauma, trauma-informed education strategies, and the first hand accounts of the children’s behavior I aim to offer basic suggestions to inform a volunteer training program in these spaces. It is my hope that by creating conversations about the effects of trauma there will be broader recognition of this shortfall resulting in a call for specialized responses in order to best serve these students.