Support materials for trainers linked to this module.
Duration: 1,5 hours
The content will be presented in the usual presentation format for an hour and a half. The last half hour will be dedicated to assessment through interactive and dynamic tasks (adapted to the online or in-person format, following the guidelines of the previous modules) that will be scored for the final evaluation.
People who have experienced trauma — especially during childhood, through interpersonal violence, or over long periods — may show psychological, behavioural, emotional, and physical difficulties that affect learning, relationships, and well-being. Refugees, such as Ukrainians displaced by war, are particularly vulnerable due to cumulative trauma before, during, and after migration.
Signs may be behavioural/emotional (irritability, aggression, hypervigilance, withdrawal, poor concentration, risk-taking, dissociation, substance use) or physical (bruises, burns, unexplained injuries, chronic pain, fatigue). Refugees may also present consequences of torture, violence, inadequate healthcare, or poor living conditions. Perceptions of trauma vary culturally and physical trauma is often prioritised over psychological distress.
Pre-migration: exposure to war, persecution, violence, loss; risks of anxiety, depression, PTSD, identity crisis.
Migration: dangerous journeys, abuse, deprivation, uncertainty; stress and dissociation may develop as coping mechanisms.
Post-migration: new barriers (language, legal systems, housing, discrimination); trauma may resurface and psychological suffering can persist (e.g., “Ulysses syndrome”).
Trauma affects attention, memory, motivation, behaviour, and social integration — particularly in children and adolescents. Schools must avoid punitive interpretations of distress and instead adopt trauma-informed, culturally sensitive practices.
Train school staff in trauma-informed education
Create predictable, safe environments
Provide psychological support and cultural mediation
Promote socio-emotional learning and peer support
Engage families to strengthen belonging
Early, interdisciplinary assessment (health, psychological, social/educational) should identify vulnerabilities, health needs, risk factors, and integration resources. Ethical practices include informed consent, privacy protection, cultural mediation, and referral to specialist services where needed.
Active/problem-focused coping (learning language, work, social participation) — adaptive
Emotional coping (religion, rituals) — supportive but may isolate
Avoidant coping (withdrawal, substances, denial) — linked to worse outcomes
Meaning-focused coping (reframing, hope, values) — can foster resilience and growth
Relaxation and mindfulness techniques (breathing, body scan, grounding, muscle relaxation, guided imagery) help reduce anxiety, dissociation, and PTSD symptoms when delivered in short, culturally adapted formats with mediators where appropriate.
Refugee coping responses are diverse and shaped by personal, cultural, and structural factors. Effective support requires non-judgmental understanding, culturally competent trauma-informed care, and systems that promote dignity, autonomy, inclusion, and long-term integration.
Specific presentation for this module and language.
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Video for this module and language.
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HTML link to the module questionnaire.
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1.What makes the effects of trauma generally more severe?
A) When it occurs in adulthood
B) When it is interpersonal and experienced over a long period of time
C) When it happens only once
Trauma effects are greater when experienced in childhood, when interpersonal, and when suffered over long periods — these conditions deeply affect emotional and neurological development.
2. Which of the following is an example of a behavioural or emotional sign of trauma?
A) Persistent body rocking
B) Skin bruises
Body rocking is a repetitive behavioural response linked to trauma. Bruises and headaches are physical signs, not behavioural or emotional ones.
3. What should professionals remember when identifying trauma in refugees?
A) Cultural variations influence how trauma is perceived
B) All refugees react to trauma in the same way
C) Only physical trauma is important
Perception of trauma varies across cultures. For instance, Ukrainian refugees often prioritize physical trauma and underestimate psychological trauma.
4. Which phase of migration involves exposure to war, persecution, or torture?
A) Post-migration
C) Pre-migration
The pre-migration phase includes traumatic experiences such as war, persecution, and violence that motivate forced migration.
5. What is the “Ulysses Syndrome”?
A) A medical disease caused by infection
B) A non-pathological suffering linked to migration stress
C) A specific form of PTSD
The Ulysses Syndrome describes intense emotional suffering related to migration (sadness, anxiety, insomnia) but is not a mental disorder.
6. Why is it important for teachers to understand trauma’s impact on learning?
A) Because trauma can affect motivation, attention, and behaviour
B) Because trauma always makes students aggressive
C) Because trauma has no influence on cognitive processes
Trauma impacts concentration, memory, and emotional regulation, reducing academic performance and social integration if not properly addressed.
7. What is the main purpose of assessment and screening procedures for refugees?
A) To collect data for statistical research
B) To identify vulnerabilities and promote inclusion in support programs
C) To test refugees’ educational skills only
The goal of assessment is to detect health, psychological, and social vulnerabilities to ensure timely and personalized care.
8. Which tool is commonly used in psychological screening for refugees?
B) The SAT test
C) The IQ test
The Harvard Trauma Questionnaire and Refugee Health Screener are validated, culturally adapted tools for identifying trauma-related symptoms.
9. Which coping strategy focuses on changing the stressful situation itself?
A) Emotion-focused coping
B) Problem-focused coping
C) Avoidant coping
Problem-focused coping aims to modify or solve the source of stress (e.g., learning the language, finding work), improving adaptation and resilience.
10. What is the purpose of mindfulness and relaxation techniques for refugees?
A) To erase traumatic memories completely
B) To reduce anxiety, restore control, and promote safety
C) To test their concentration abilities
Uphoff, E., Robertson, L., Cabieses, B., Villalón, F. J., Purgato, M., Churchill, R., et al. An overview of systematic reviews on mental health promotion, prevention, and treatment of common mental disorders for refugees, asylum seekers, and internally displaced persons. Cochrane Database Syst. Rev. 2020.
Hubl T. “Healing collective trauma : a process for integrating our intergenerational and cultural wounds” Boulder, CO : Sounds True, 2020.