Trauma-sensitive teaching: Supporting refugee students through music education

Area of Science:

• Education
• Psychology
• Music Therapy

Background:

• Refugee children face significant social, emotional, and academic challenges due to trauma.
• Canadian classrooms increasingly include refugee students requiring specialized support.
• Music education offers a unique modality for addressing the needs of traumatized youth.

Purpose of the Study:

• To identify trauma-sensitive strategies used by Ontario music educators supporting refugee students (K-8).
• To explore how music instruction can facilitate healing and a sense of belonging for refugee children.

Main Methods:

• Conducted three semi-structured interviews with K-8 music educators in Ontario.
• Analyzed interview data to identify key themes in trauma-sensitive music instruction.

Main Results:

• Four main themes emerged: holistic care, student empowerment, cultivation of personal/collective awareness, and fostering a sense of belonging.
• Educators utilize music to provide comprehensive support beyond academics.
• Music creates a safe space for refugee students to express themselves and connect.

Conclusions:

• Trauma-sensitive music education provides practical tools for educators to support refugee students.
• Music instruction can be a powerful catalyst for hope and healing in refugee children.
• Implementing these strategies promotes a more inclusive and supportive learning environment for vulnerable students.