Rolls, Aimee; (2024) “The whole point about working with refugees is to recognise that we’re all humans at the end of the day”: The impact of ReStoRE: an intervention with school staff supporting the emotional well-being of refugee students, on staff self-efficacy and staff well-being, using a relationship-focused ecosystemic model and Solution Circles. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Relationships with school staff are identified as a key protective factor in supporting the emotional well-being of children from refugee backgrounds. Despite the centrality of this relationship, literature indicates that school staff feel underprepared to support refugee students and feel they lack the necessary training and support to do so. Staff also experience difficult emotions in response to the work, such as guilt or helplessness, and burnout is prevalent among school staff. The current research examined the impact of a novel four-week in-person group intervention, using a bioecological, psychosocial approach and Solution Circles for staff supporting the emotional well-being of refugee students, on staff self-efficacy and well-being. It also examined the intervention’s impact on staff emotional experiences and actions to support the students. Participants were school staff in different roles (such as Teachers, Teaching Assistants and Special Educational Needs Co-ordinators) currently or regularly working with refugee children. Two groups were facilitated across three schools, in two diverse Greater London boroughs with a higher proportion of refugees than average across London. A mixed methods design was used. Participants completed three questionnaires pre- and post- intervention; the Newcomer’s Teacher’s Self-Efficacy (NTSE) scale (Sklad, 2023), the Professional Quality of Life scale (PROQUOL) (Stamm, 2010) and the Warwick Edinburgh Mental Well-being Scale (WEMWBS) (Tennant et al., 2007). These were analysed using paired samples t-tests. Focus groups were also held following the intervention with all participants, transcribed and analysed using Braun and Clarke’s (2006) six-step process of Thematic Analysis. Key findings included an increase in the self-efficacy scores and overall well-being scores for staff, alongside a reduction in burnout scores. Staff experienced emotional validation, connection and positive emotional experiences, building confidence and having their experiences normalised, alongside an increased depth of reflection and empathy for children and families’ experiences. Multilayered, systemic actions to support the children were also implemented as a result of the intervention. The current study supports the use of ReStoRE as an effective approach to supporting staff self-efficacy and well-being in supporting refugee children. Working at a systemic level, ReStoRE is an approach that can be implemented by Educational Psychologists with the potential to create lasting change for school staff and the refugee children and families they support.

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