Refugee Bedtime Stories


A sweet collection of stories about the lost homes lands at


Poetry About Refugees


Read first top-down and then bottom-up:

Screenshot 2018-05-03 11.28.35

Resource Folder for Teaching English Learners With Trauma Background


Shared from the TESOL Community:

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Raichle E. Farrelly
Feb 8, 2018 11:32 AM
Raichle E. Farrelly
Hi all,

I’m writing more in response to Lisa’s request for resources related to trauma focused work with refugee-background learners. A few colleagues and I were just discussing this and sharing resources recently. I compiled those resources in this shared Google drive. I hope some of them are useful. There are several that are from the more scientific side of the impact of trauma on learning, but there are two specific to work with refugee background learners. I also included the references lists from two chapters that are being published in a book I co-edited with Shawna Shapiro and Mary Jane Curry (coming out in May, 2018). Those chapters will be useful, too, but for now – the references should provide ample reading — perhaps more than you’d like! 🙂

Everyone is more than encouraged to add any resources to this folder. If you have access issues, let me know.

Here’s the link to the Google Drive.

Rai Farrelly

A Poem Written by a Refugee


Listening to the voice of those with personal experiences is a valuable experience. Following, a poem written by a refugee. I found it on Facebook and it is written byRaouf Bachir:

I Am a Refugee
By Mohamed Raouf Bachir
My apologies, Sir,
That I come to you
As a refugee.
Accept me as a human being and not
As a slave.
Do not look down on me;
Do not look me up and down.
I am a poet;
My testimonies plaster the walls,
And people far and wide recite my poems.
Will you accept me among you
As a refugee?
They destroyed my poems, along with the walls they hung upon;
When they torched the verses, I burned with them.
They broke my mind;
They robbed my thoughts;
They stripped our insides.
Will you accept me among you
As a refugee?
Sir, you do not understand me,
And I do not understand you;
I am an Arab, and you a foreigner,
But we will speak through hand gestures.
Will you accept me among you
As a refugee?
In my country
There is only hell, no heaven.
They made me forget all words
In all languages.
We have forgotten how to understand words
And one another.
Will you accept me among you
As a refugee?
Who and what I am . . .
You’re asking who and what I am?
I am without a past,
Without a present,
Without a face;
I am a remnant of a person.
Will you accept me among you
As a refugee?
In al-Zaatari they killed us,
Buried us alive in the sand;
Our women now whore,
While we pimp.
Will you accept me among you
As a refugee?
In Lebanon they stabbed us in the back.
They bought and sold us;
They cast us aside, naked;
They abandoned us, starved.
Will you accept me among you
As a refugee?
I knocked on Arab doors
The sheikhs, the emirs and the kings
All chased me away;
I came to you.
Will you accept me among you
As a refugee?
My daughters in exile disowned me
In my eighties.
They fought against me;
I have no one left but you.
Will you accept me among you
As a refugee?
My family, my daughters, my kin,
All of them sold me out;
They pilfered my life and forgot me;
They uprooted me and left me to wither at the embassy gates.
Foreigner, will you accept me
As a refugee?
Wretched are the joy
And servility of thanking one’s masters,
And the fools of my nation,
And my daughters,
And the criminals who drove me away,
And burned down my home.
I have fled their tyranny
To become a refugee among you.
© Mohamed Raouf Bachir

Free Downloadable Resource. Trauma In Refugee And Immigrant Students: A Resource For Educators


One of the more useful capstone projects, thanks for sharing it!  Trauma In Refugee And Immigrant Students- A Website Resource For

Free Download: Refugee Education The Crossroads of Globalization



In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society. I do so through examination of refugee education from World War II to the present, including analysis of an original data set of documents (n = 214) and semistructured interviews (n = 208). The data illuminate how refugee children are caught between the global promise of universal human rights, the definition of citizenship rights within nation-states, and the realization of these sets of rights in everyday practices. Conceptually, I demonstrate the misalignment between normative aspirations, codes and doctrines, and mechanisms of enforcement within nation-states, which curtails refugees’ abilities to activate their rights to education, to work, and to participate in society.

Addressing Trauma, Fear, Natural Disasters, and Stress in Schools by Building Supportive Environments


A safe school environment does not happen by accident.  All stakeholders play a role in purposefully planning how the school culture is modified.  Find some resources below:


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