التفاصيل البيبلوغرافية
| العنوان: |
School teachers’ perception on parental migration and left-behind children in rural Georgia. |
| المؤلفون: |
Antia, K.1 Khatia.antia@uni-heidelberg.de, Berner-Rodoreda, A.1, Winkler, V.1 |
| المصدر: |
European Journal of Public Health. 2021 Supplement, Vol. 31, piii328-iii328. 1/3p. |
| مصطلحات موضوعية: |
*PSYCHOLOGY of parents, *RURAL conditions, *COLLEGE teacher attitudes, *EMIGRATION & immigration, *CONFERENCES & conventions, *SCHOOLS, *PSYCHOLOGY of abandoned children |
| مصطلحات جغرافية: |
GEORGIA |
| مستخلص: |
Background: Georgia, like other Eastern European countries, showed a dramatic increase of international labour emigration after becoming independent in 1991. Since then, thousands of children are left-behind (LBC) in the care of extended family members while their parents work abroad. School teachers are frequently in contact with LBC and their caregivers. The main aim of this study is to explore school teachers’ perceptions on parental migration and LBC in rural Georgia. Methods: In this qualitative study, we conducted six focus-group discussions with public school teachers and six in-depth interviews with school principals from two migrant sending regions. We applied a reflexive thematic analysis approach, systematically analysed data and identified main themes and sub-themes from the collected data. The theoretical framework of the socio-ecological model of human development underpins this study. Results: We identified the following themes expressed by both teachers and school principals: parental migration and transnational families as a survival strategy; LBC’s vulnerabilities and dangers due to migratory separation; school teachers as mediators and supporters for LBC. School teachers and school principals perceive parental migration as a negative experience for children causing problems of physical and mental health, well-being and academic performance. Structural factors such as poverty, lack of support and lack of community involvement further worsen this situation. Teachers see themselves as the only supporters for LBC and their transnational families. School principals mitigate the situation by employing various strategies, such as regular meetings with class tutors, extra-tutoring for LBC, psychological counselling and developing/enacting internal guidelines. Conclusions: LBC, transnational families and public schools in Georgia are in urgent need of external support such as providing psychological services at schools. [ABSTRACT FROM AUTHOR] |
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