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

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dc.contributor.authorCelik, Osman Tayyar
dc.contributor.authorKahraman, Umit
dc.contributor.authorKacmaz, Cihangir
dc.contributor.authorIcen, Betul Kapkin
dc.date.accessioned2026-04-04T13:35:19Z
dc.date.available2026-04-04T13:35:19Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractThis study utilized the phenomenological research approach to examine the school happiness experiences of refugee children who migrated to T & uuml;rkiye. 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.
dc.identifier.doi10.1007/s12187-024-10206-6
dc.identifier.endpage499
dc.identifier.issn1874-897X
dc.identifier.issn1874-8988
dc.identifier.issue2
dc.identifier.orcid0000-0002-9077-6982
dc.identifier.orcid0000-0003-3951-7261
dc.identifier.orcid0000-0003-0649-5254
dc.identifier.orcid0000-0002-4547-6753
dc.identifier.scopus2-s2.0-105001081972
dc.identifier.scopusqualityQ1
dc.identifier.startpage473
dc.identifier.urihttps://doi.org/10.1007/s12187-024-10206-6
dc.identifier.urihttps://hdl.handle.net/11616/109774
dc.identifier.volume18
dc.identifier.wosWOS:001381641100001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofChild Indicators Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250329
dc.subjectRefugee students
dc.subjectMigrant students
dc.subjectSchool happiness
dc.subjectPhenomenology
dc.subjectEcological model
dc.titleThe Happiness Experiences of Refugee Children at School: a Phenomenological Study
dc.typeArticle

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