Education: Hope for newcomers in Europe
2.4.2.The presence of external professional experts Most of the interviewees deplored the absence of specialised professional figures within schools, particularly around linguistic and cultural mediation. Most of the time, accommodation structures for asylum-seeking and unaccompanied minors have mediators at their disposal but this is not considered a sustainable solution, given the need for linguistic and cultural mediation within the school. Some respondents reported that a few municipalities have developed specific initiatives in that area but it was generally insufficient or short term. The presence of a linguistic and cultural mediator is deemed crucial during the period immediately following the enrolment of the child, to help him/her become familiar with the new environment, its rules and the people with whom he/she will interact. The mediator could also liaise with teachers and provide background information concerning the newly enrolled child (his/her story, journey, family circumstances, etc.): “Our experience shows that during the integration process [in the school], the presence of a cultural mediator is fundamental, especially to help mediate nonverbal communication and cultural aspects”. —Social worker, Accommodation centre for unaccompanied minors (Trapani) The mediator is also crucial in terms of communicating with families concerning the integration and evolution of the child throughout the year as they often need more time than children to learn the host country’s language. “For non-technical information, we need to communicate directly with the parents without the mediation of the child!” —Teacher, Primary school (Palermo) Finally, the importance of providing specialised psychological support to these children through professional psychologists’ intervention was highlighted, especially in relation to unaccompanied minors. “Most of them have a very difficult background; they’re here alone without their family, far away from their country. They have a hard time integrating which is just normal considering their young age. We try to provide them with as much psychological support as we can because it happens that one of us might be qualified to do so but this is not part of what the school is expected to offer them”. —Teacher, CPIA (Naples)
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