School social workers' role in facilitating the integration of Syrian refugee students into Saudi Arabian public schools.

Abstract

This research study explores the role of school social workers in Saudi Arabia in integrating Syrian refugee students (referred to in the Kingdom of Saudi Arabia as ‘visitors’) into schools and identifies their needs and the challenges they face. The study responds to a gap in the research literature, where attention to Syrian refugee school children has focussed on countries other than Saudi Arabia. Using a mixed methods approach, semi-structured interviews were conducted with school principals, social workers, and Syrian refugee students in two cities, while school teachers participated in an online questionnaire to understand the experiences of all parties in working towards the integration of refugee students in the school system. Five principal themes emerged associated with: i) hardships faced by the Syrian refugee students and their families; ii) the implications of refugees’ status as ‘visitors’ in Saudi schools; iii) challenges faced by Syrian refugee students in Saudi Arabia; iv) support systems and mechanisms within schools and v) what constitutes an appropriate school environment for successful integration. Drawing on ecological theory, this study explores challenges faced by Syrian refugee students and explores the role of school social workers in facilitating their integration into Saudi schools. School social workers address individual trauma and enhance communication between students' families and educational institutions, serving as crucial mediators across micro- and meso-system levels. They also collaborate with community resources, and actively engage with broader community and societal structures. As the first study to explore the obstacles faced by Syrian refugee pupils in Saudi Arabia, and the role of school social workers in promoting integration into schools, it brings unique insights into the role of school social workers in Saudi Arabia and their influence in the integration of refugee and non-refugee minorities into the prevailing public education system.