Introduction
Parental migration has become a significant phenomenon in Georgia, leading to numerous children being left behind as their parents seek employment abroad. The study titled "Parental migration and left-behind children in Georgia – school teachers’ experience and perception: a qualitative study" explores the impact of this migration on children and the role of schoolteachers in supporting them. This blog will delve into the findings of this study and provide insights for practitioners on how to improve their skills in dealing with left-behind children (LBC).
Key Findings from the Study
The study identified several themes related to the impact of parental migration:
- Social and Economic Impact: Parental migration is perceived to negatively affect children's mental health, well-being, and academic performance. Teachers noted that children often experience melancholy, anxiety, and aggression due to the absence of their parents.
- Role of Schools: Schools and teachers play a crucial role in supporting LBC. Teachers act as mediators and provide additional academic support, psychological counseling, and regular communication with caregivers.
- Relationships with Caregivers: The quality of care provided by caregivers, often grandparents, significantly affects the well-being of LBC. Older caregivers may struggle to meet the children's needs due to health and workload challenges.
- Communication Challenges: Communication between schools and migrant parents is often disrupted, making it difficult for teachers to provide the necessary support to LBC.
Implications for Practitioners
Practitioners working with LBC can benefit from the study's findings by implementing the following strategies:
- Enhance Communication: Establish robust communication channels with caregivers and migrant parents to ensure consistent support for LBC.
- Provide Psychological Support: Schools should incorporate psychological services to address the mental health needs of LBC.
- Engage in Community Involvement: Foster community support systems to provide a network of care for LBC and their families.
- Training for Teachers: Offer training programs for teachers to equip them with skills to identify and address the needs of LBC effectively.
Conclusion
The study highlights the critical role of schools and teachers in supporting left-behind children in Georgia. By understanding the challenges faced by LBC and implementing targeted interventions, practitioners can significantly improve the outcomes for these children. The need for psychological services and enhanced communication with migrant families is evident. As practitioners, it is crucial to advocate for policies and programs that support the well-being of LBC.
To read the original research paper, please follow this link: Parental migration and left-behind children in Georgia – school teachers’ experience and perception: a qualitative study.
