'Today, I'll manage, but not all days!' Adult refugees' meaning-making of learning and coping with trauma and other emotional distress while in language training programmes.

Background

Adverse life experiences evoke thoughts and emotions that may negatively affect adult refugees' language learning. This may significantly impact the ability to establish their lives in the resettlement country. However, little attention has been paid to adult refugee learners' own understandings of managing distress following trauma and forced migration while in language learning contexts.

Objective

This qualitative study aims to explore how adult refugee learners deal with distressing memories, emotions, and thoughts, and how they make meaning of their coping and learning efforts, situated within a context increasingly shaped by political integration objectives.

Methods

We interviewed 22 adult learners from diverse refugee backgrounds (12 men), aged 19-57, attending the Introduction Programme in Norway. We conducted a reflexive thematic analysis of the participants' narratives.

Results

We developed three connected themes offering insight into adult learners' meaning-making and coping. Theme 1: Preferred learning strategies - tools for managing psychological distress. Theme 2: Pushing aside trauma-related memories, thoughts and feelings to focus on learning. Theme 3: Making temporary breathing spaces to recuperate.

Conclusion

Adult refugee learners employ several strategies to cope with their distress while in the Introduction Programme. Teachers' understanding of their students' needs and acknowledgement of their strategies could help students to better navigate emotional distress. Insights into trauma-affected adult refugee learners' experiences and views may guide adult education and other stakeholders in laying the ground for refugees' coping and learning, ultimately supporting them to establish their lives in the country of resettlement.