'If we don't adapt, we lose some parents' : collaborations with migrant families in the context of student wellbeing
- Author
- Nikolett Szelei (UGent) , Nina Langer Primdahl, Morten Skovdal, Sanni Aalto, Fatumo Osman, Per Kristian Hilden, Reeta Kankaanpaa, Arnfinn J. Andersen, Anna Sarkadi, Charles Watters and Ilse Derluyn (UGent)
- Organization
- Project
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- RefugeesWellSchool (RefugeesWellSchool: Preventive school-based interventions to promote the mental well-being of refugee and migrant adolescents)
- Abstract
- Based on focus group discussions with secondary school teachers in Denmark, Finland, and Sweden, we investigated teachers' views on home-school collaborations with migrant families in the context of student wellbeing. We asked 1) what roles and strategies constituted home-school collaborations in teachers' views, 2) what norms of belonging characterized teachers' perceptions on collaborations; and, 3) to what extent teachers' perceptions of home-school collaborations reflected equity. The findings revealed two major themes: seeing parents in paradoxical roles and attempting to collaborate in a context of constraints. These themes were often underpinned by teachers' perceived 'ideals' on the educational, cultural-linguistic, familial and psychosocial characteristics of a 'family' and a 'parent'. These assemblages seemed to set belonging for migrant families on condition of meeting teacher-perceived ideals, and pointed to the necessity to enable plural belonging to a collaborative school community that fosters wellbeing.
- Keywords
- INVOLVEMENT, SCHOOLS, ENGAGEMENT, ACHIEVEMENT, POLITICS, BARRIERS, PUPILS, VIEWS, Home-school collaboration, migrant parents, teachers, wellbeing, belonging
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Szelei et al. 2024 Accepted manuscript Pastoral Care in Education.pdf
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01JP82N8G89YE92BAG5Y42FZGP
- MLA
- Szelei, Nikolett, et al. “’If We Don’t Adapt, We Lose Some Parents’ : Collaborations with Migrant Families in the Context of Student Wellbeing.” PASTORAL CARE IN EDUCATION, vol. 43, no. 4, 2025, pp. 678–98, doi:10.1080/02643944.2024.2382272.
- APA
- Szelei, N., Primdahl, N. L., Skovdal, M., Aalto, S., Osman, F., Hilden, P. K., … Derluyn, I. (2025). ’If we don’t adapt, we lose some parents’ : collaborations with migrant families in the context of student wellbeing. PASTORAL CARE IN EDUCATION, 43(4), 678–698. https://doi.org/10.1080/02643944.2024.2382272
- Chicago author-date
- Szelei, Nikolett, Nina Langer Primdahl, Morten Skovdal, Sanni Aalto, Fatumo Osman, Per Kristian Hilden, Reeta Kankaanpaa, et al. 2025. “’If We Don’t Adapt, We Lose Some Parents’ : Collaborations with Migrant Families in the Context of Student Wellbeing.” PASTORAL CARE IN EDUCATION 43 (4): 678–98. https://doi.org/10.1080/02643944.2024.2382272.
- Chicago author-date (all authors)
- Szelei, Nikolett, Nina Langer Primdahl, Morten Skovdal, Sanni Aalto, Fatumo Osman, Per Kristian Hilden, Reeta Kankaanpaa, Arnfinn J. Andersen, Anna Sarkadi, Charles Watters, and Ilse Derluyn. 2025. “’If We Don’t Adapt, We Lose Some Parents’ : Collaborations with Migrant Families in the Context of Student Wellbeing.” PASTORAL CARE IN EDUCATION 43 (4): 678–698. doi:10.1080/02643944.2024.2382272.
- Vancouver
- 1.Szelei N, Primdahl NL, Skovdal M, Aalto S, Osman F, Hilden PK, et al. ’If we don’t adapt, we lose some parents’ : collaborations with migrant families in the context of student wellbeing. PASTORAL CARE IN EDUCATION. 2025;43(4):678–98.
- IEEE
- [1]N. Szelei et al., “’If we don’t adapt, we lose some parents’ : collaborations with migrant families in the context of student wellbeing,” PASTORAL CARE IN EDUCATION, vol. 43, no. 4, pp. 678–698, 2025.
@article{01JP82N8G89YE92BAG5Y42FZGP,
abstract = {{Based on focus group discussions with secondary school teachers in Denmark, Finland, and Sweden, we investigated teachers' views on home-school collaborations with migrant families in the context of student wellbeing. We asked 1) what roles and strategies constituted home-school collaborations in teachers' views, 2) what norms of belonging characterized teachers' perceptions on collaborations; and, 3) to what extent teachers' perceptions of home-school collaborations reflected equity. The findings revealed two major themes: seeing parents in paradoxical roles and attempting to collaborate in a context of constraints. These themes were often underpinned by teachers' perceived 'ideals' on the educational, cultural-linguistic, familial and psychosocial characteristics of a 'family' and a 'parent'. These assemblages seemed to set belonging for migrant families on condition of meeting teacher-perceived ideals, and pointed to the necessity to enable plural belonging to a collaborative school community that fosters wellbeing.}},
author = {{Szelei, Nikolett and Primdahl, Nina Langer and Skovdal, Morten and Aalto, Sanni and Osman, Fatumo and Hilden, Per Kristian and Kankaanpaa, Reeta and Andersen, Arnfinn J. and Sarkadi, Anna and Watters, Charles and Derluyn, Ilse}},
issn = {{0264-3944}},
journal = {{PASTORAL CARE IN EDUCATION}},
keywords = {{INVOLVEMENT,SCHOOLS,ENGAGEMENT,ACHIEVEMENT,POLITICS,BARRIERS,PUPILS,VIEWS,Home-school collaboration,migrant parents,teachers,wellbeing,belonging}},
language = {{eng}},
number = {{4}},
pages = {{678--698}},
title = {{'If we don't adapt, we lose some parents' : collaborations with migrant families in the context of student wellbeing}},
url = {{http://doi.org/10.1080/02643944.2024.2382272}},
volume = {{43}},
year = {{2025}},
}
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