Supporting African Refugee Children in an Afterschool Program: Facilitating Academic and Socio-Emotional Development
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| Title: | Supporting African Refugee Children in an Afterschool Program: Facilitating Academic and Socio-Emotional Development |
|---|---|
| Language: | English |
| Authors: | Kennedy M. Damoah (ORCID |
| Source: | Education and Urban Society. 2026 58(3):361-384. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | African Culture, Refugees, After School Programs, Social Development, Emotional Development, Elementary School Students, Secondary School Students, Community Education, Student Attitudes, Homework, Tutoring, Small Group Instruction, Culturally Relevant Education, Foreign Countries |
| Geographic Terms: | Massachusetts, Ghana, Kenya, Chad, Congo, Tanzania, Central African Republic, Uganda |
| DOI: | 10.1177/00131245251389944 |
| ISSN: | 0013-1245 1552-3535 |
| Abstract: | This study used participant observation methodology to identify learning goals and socio-emotional needs of school-aged African refugee children, and explored how an urban community-based afterschool program can support these students. Participants included 28 children, ranging from elementary to high-school students, who attended the afterschool program, African Community Education. The data consisted of ethnographic fieldnotes collected during observations and direct interactions with study participants. Several themes emerged from the analysis: (1) Students viewed afterschool programs as a key source of academic support; (2) ACE participants viewed education as a key to their success in a new country; (3) The ACE program provided academic support via homework help, as well as one-on-one and small-group tutoring; (4) The ACE program provided socio-emotional support: it served as a safe space for refugee children and allowed them to reconnect with their home culture. The findings elucidate the strengths and challenges of refugee children while identifying effective practices to support them. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496487 |
| Database: | ERIC |
| Abstract: | This study used participant observation methodology to identify learning goals and socio-emotional needs of school-aged African refugee children, and explored how an urban community-based afterschool program can support these students. Participants included 28 children, ranging from elementary to high-school students, who attended the afterschool program, African Community Education. The data consisted of ethnographic fieldnotes collected during observations and direct interactions with study participants. Several themes emerged from the analysis: (1) Students viewed afterschool programs as a key source of academic support; (2) ACE participants viewed education as a key to their success in a new country; (3) The ACE program provided academic support via homework help, as well as one-on-one and small-group tutoring; (4) The ACE program provided socio-emotional support: it served as a safe space for refugee children and allowed them to reconnect with their home culture. The findings elucidate the strengths and challenges of refugee children while identifying effective practices to support them. |
|---|---|
| ISSN: | 0013-1245 1552-3535 |
| DOI: | 10.1177/00131245251389944 |
