For a school counsellor or classroom teacher, working with newly arrived students from refugee backgrounds can be daunting, particularly with the awareness that these students have likely experienced significant and potentially horrific trauma. There is now a wealth of evidence showing that traumatic experiences can significantly impact our neurological development, resulting in difficulties in areas such as learning, behaviour, relationship building and emotion regulation, meaning newly arrived refugee students will often arrive at school with some significant challenges. While there is an extensive amount of literature on trauma, there is very little that focuses specifically on the refugee population, and even less on young people from refugee backgrounds. Predominantly, the research looks at chronic or developmental trauma such as child abuse and neglect, or acute trauma such as natural disasters. The following article looks at the refugee context specifically, breaking down the difference between acute, chronic and developmental trauma; and describing the neurological effects of trauma and suggesting some practical classroom-based strategies that can be employed to support and facilitate the recovery of students from refugee backgrounds.

中文翻译：

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理解难民背景下的创伤

对于学校辅导员或任课老师来说，与来自难民背景的新来的学生一起工作可能会让人望而生畏，尤其是在意识到这些学生可能经历过重大且潜在的可怕创伤的情况下。现在有大量证据表明，创伤经历会显着影响我们的神经发育，导致学习、行为、关系建立和情绪调节等方面的困难，这意味着新来的难民学生往往会带着一些重大挑战来到学校。虽然有大量关于创伤的文献，但很少有专门关注难民人口的，更不用说来自难民背景的年轻人了。主要是，该研究着眼于虐待和忽视儿童等慢性或发育性创伤，或自然灾害等急性创伤。下一篇文章专门研究了难民的背景，打破了急性、慢性和发育性创伤之间的区别；描述创伤对神经系统的影响，并提出一些实用的基于课堂的策略，这些策略可用于支持和促进难民背景学生的康复。