Education and integration problems of school-age Syrian children in Turkey: School social work model proposal

In this research, with the ever increasing immigrant child population which resulted from the intense migration of Syrians to Turkey after the Syrian Civil War that began in 2011,the schooling status of Syrian immigrant children of educational age and their ability to adapt to the Turkish education system were examined in terms of minority and dominant group behaviors in light of Berry's Adaptation Theory. In this qualitative research, data was collected from 42 participants through in-depth interviews with students, teachers, and school administrators from 5 public schools and 1 Temporary Research Center (TRC), with parents residing in 4 different regions: viz.,Altındağ (Siteler), Keçiören, Çubuk and Sincan districts. Firstly, the schooling status of school-age Syrian immigrant children in Turkey was examined in terms of quality and quantity. Secondly, when the adaptation of children to the education system during their schooling process is examined. It was determined in this field study that immigrant children and their families, who constitute a minority group, exhibit segregation and marginalization behaviors during the schooling and adaptation process according to Berry's Adaptation Theory, while native children and families, who constitute the dominant group, exhibit exclusionary and discriminatory behaviors. Thirdly, macro-mezzo and micro strategies for increasing the schooling and adaptation process were examined. When these strategies were analyzed, it was seen that the dominant group exhibited intense melting point behaviors, whereas the minority group displayed integration and harmony. Finally, when addressing what the social work profession could do in order for all these schooling and adaptation efforts to progress more institutionally and systematically,it was suggested that a "School Social Work Unit" should be established in schools. The experts who will work in the school social work unit and the interventions that unit can make at the macro-mezzo and micro levels during the schooling and adaptation process are emphasized.