The project involved a three-day international workshop aimed at integrating the voices of refugees and asylum seekers into social work education. Social work students, educators, and refugees collaborated to explore the needs, challenges, and lived experiences of displaced individuals.
The workshop focused on trauma-informed practices, cultural sensitivity, and peer education. Participants engaged in exercises promoting shared humanity, while an international expert panel discussed the essential skills required for social work students working with refugee populations.
Key outcomes included curriculum recommendations, emphasizing legal aspects of asylum, trauma, and cultural differences. The practice highlighted the importance of direct interaction between students and individuals with lived experiences, providing a framework adaptable to different social work education settings.
This practice also contributes to several UN Sustainable Development Goals, including health, education, and reducing inequalities.
The workshops led to the creation of curriculum recommendations emphasizing trauma-informed care, cultural awareness, and legal aspects of asylum. Students gained first-hand insights into the experiences of refugees, enriching their understanding of the complex challenges migrants face.
The workshops fostered international collaboration among educators and institutions, with the potential for replicating the format in other social work education settings.
The practice aligned with several UN Sustainable Development Goals, including promoting health, education, and reducing inequalities.
Overall, the project successfully strengthened the capacity of social work education to address migration-
related challenges.
Challenges: Language barriers and emotional difficulties arose as students interacted with refugees. Cultural differences in understanding “social work” and “refugee” complicated discussions.
Solutions: Workshops were bilingual, though future sessions will require more robust linguistic support. Students were prepared in advance through cultural sensitivity exercises, and peer education exercises helped to bridge gaps.
Activities focusing on shared humanity and personal experiences created a safe, empathetic environment.
Adjustments to workshop structures, such as more time for emotional reflection and smaller group settings, improved communication and allowed for deeper understanding between participants.
This project has been funded with support from the European Commission. This website reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
