Self-care is vital for tutors working with any learner. These tips focus specifically on self-care for tutors working with Middle-Eastern refugees, but also provide insights for tutors helping any adult learners.   They were gleaned from a workshop and interview with a Language and Literacy Services  Youth Support manager. 

The impact, the iceberg.  

Before they reach Australia, refugees may experience a range of major loss and trauma, separation from family and friends, loss of identity and control, living in limbo and disrupted education.  Then, settling in Australia can include financial hardship, trauma-effects, language struggles, physical, health and behavioural issues, acculturation, social exclusion, and lack of experience to find work.

It’s like looking at an iceberg…  A refugee’s language, accent, look and clothing might give some clues, like looking at the tip of the iceberg. Lower down is the rest of the iceberg – the unseen trauma.

Educational challenges may include lack of focus, poor attendance, lack of interest in group-activity participation, high or unrealistic expectations, anger and irritability and lack of trust.

What can help:

• Give simple instruction. Every 15 – 20 mins bring them back-to-the-present with a physical instruction (pick up pen, stand up, physical activity)
• Give hope but not false hope. If they want to be a doctor or lawyer – start with the basic training and help open windows at a lower achievable level first (dental assistant)
• If they are not in the  mood for conversation, go for a walk in nature.
• Strong cultural awareness (Michael provided clear insight into Middle Eastern cultural traditions like the expectations for the role of a teacher, eye contact, etc)

What are demanding students really trying to tell us?  I am unhappy, I need help, I need attention, I don’t understand, I want to be in control, I can fix my mistakes,  I need …..   And …I just want to be normal!

 What can you do?

• Your presence is the best gift to your students – BUT accept what you can do and cannot do.
• Be kind and compassionate – BUT refuse to be a victim. Be in power and communicate clearly, assertively and firmly
• Be there for them when needed – BUT show your authority and establish boundaries
• Be polite – BUT learn to say NO when needed
• Avoid going to extreme
• Confront the behaviour not the person (“if it was my son, I would do this… “)
• Afghani and Iranian students are used to teacher-orientated style (someone in control) and they value discipline. Use eye contact, or shoulder contact.
• Be honest and frank. Talk about yourself and how you tackled something, so it is real.

What to do in difficult situations

• Stay calm
• Paraphrase to increase understanding
• Notify the student that they are breaching the student code of conduct
• Step aside, or walk out of class
• Seek help from your support team

Your presence is a gift to your student , so TAKE CARE OF YOURSELF. Prevent burn-out or trauma to yourself:

• Be aware of your and others’ feelings (Are you alright?)
• Debriefing (use internal  and external resources)
• Get away, rest and play when possible. It really helps to get away and do something you have never done before!

* This information came from a Cross Cultural Awareness (Middle East) workshop run by  Language and Literacy Services  Youth Support Officer.