Open AccessImpact of COVID-19 on refugee-background students during school shut down in Australia: A call for action
Author(s) -
Nabaraj Mudwari,
Monica Cuskelly,
Carol Murphy,
Kim Beasy,
Nirmal Aryal
Publication year - 2021
Publication title -
teachers and curriculum
Language(s) - English
Resource type - Journals
eISSN - 2382-0349
pISSN - 1174-2208
DOI - 10.15663/tandc.v21i1.356
Subject(s) - refugee , covid-19 , mental health , closure (psychology) , social distance , psychology , pedagogy , sociology , medical education , political science , medicine , psychiatry , disease , pathology , virology , outbreak , infectious disease (medical specialty) , law
The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students’ activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing.
Keywords: COVID-19, refugee-background students, education loss, physical, mental and social wellbeing, Australia