Geçici Koruma Altında Bulunan Suriyeli Öğrencilerin Okula Uyumları

Abstract

Purpose of this research is to examine the school adaptation of Syrian students who are forced to leave their home country for various reasons and under the temporary protection in Turkey. In this research, qualitative research methods had been used and the study group consists of 10 Syrian and 10 Turkish students, 16 teachers and administrators and 10 school counselors who are based in public primary and secondary schools from Ankara, Gaziantep and Hatay provinces. Data for this research had been collected through semi-structured interview forms that are constructed by the researcher. Syrian students stated that factors that affects their adaptation to school are language barrier, cohort relations, teacher’s approach, perspective on the school and the country, aggression, discrimination, exclusion, cultural differences, taking a break from the school and academical preparedness. Within this framework, factors that affect Syrian students’ adaptation to school are language barrier, cohort relations, teacher’s approach, aggression, discrimination, exclusion, cultural differences and academical preparedness according to Turkish students’ opinions. According to the opinions of teachers and administrators, these factors are language barrier, cohort relations, administrator and teacher’s approaches, behavioral problems, aggression, discrimination, exclusion, cultural differences, social activity, economic reasons, traumatic lives, psychosocial support, Turkish and Syrian families’ approaches, health and hygiene, lack of teachers, in-class organization, additional education, interest in lessons and the level of academical preparedness. Lastly, according to school counselors, these factors that affect Syrian students’ adaptation to school are language barrier, cohort relations, consultant and teacher approaches, behavioral problems, aggression, discrimination, exclusion, cultural differences, social activity, economic reasons, traumatic lives, Turkish and Syrian families’ approaches, health and hygiene, guiding activity, consultation, orientation ativity, feel of success and academical preparedness.