Diapozitivul 1

THE MIGRATION PHENOMENON AND ITS EFFECTS ON CHILDREN

1

A problem schools are being faced with is that, since 2000, large numbers of migrant workers have left their children behind, to the care of relatives / neighbours, or even alone. This phenomenon has taken tribute in terms of an increase in early school leaving, as well as in childrens social integration problems. Schools have had to face and deal with the effects of the workers migration on their childrens personality development, providing psychological support.

The psychological effects of parent workers migration on their children

1. School failure (especially with students in middle and high school) / school dropout. 2. Sleep disorder3. Aggressiveness 4. Isolation5. Shyness 6. Melancholy 7. Passivity 8. Hostility 9. Deception

10. Emotional instability 11. Carelessness in carrying out tasks 12. Anxiety 13. Impulsiveness14. Frustration15. Addiction to computers 16. Joining street groups17. Low school attendance 18. Bragging 19. Lack of ability to concentrate 20. Depression, neurosis, lack of discipline, running away from home, revolt, resentments against parents etc.

There were 10 children experiencing such effects in 2004, 15 in 2005. Subsequently, their numbers grew out of control. Schools have had to come up with solutions to diminish or prevent the psychological disorders children whose parents are migrant workers are exposed to.There were 14,435 children left to the care of relatives / acquaintances in 2012, the family being absent from their education.

According to statistics, there are 1,370 pre-primary school children in this situation, coming from both rural, as well as from urban areas. The prevalent means of communication with parents largely relies on the telephone (56%). This lack of communication leads to occasional involvement in the childrens education. Visible results: in many situations, the children develop behaviour disorders that will eventually affect their school performance: aggressiveness, difficulties in adapting to school requirements and rules, low school performance, excessive use of the Internet and defective communication.

There are 2,871 children in primary school that have at least one parent living / working abroad, usually, their mother. Children feel the need to communicate with their mother, especially at an early age. The higher percentage of mothers who are migrant workers will have a negative effect on the childrens early personality development shyness, isolation, passivity, impulsiveness, verbal hostility, emotional instability and lack of ability to concentrate.

The way children are left to the care of others is not legally defined. The persons who take care of the children will not do so under specific contractual terms. According to the statistics of the County School Inspectorate of Iasi, 60,1% of the children are left to the care of the other parent, 35% - grandparents, 0,9% - brothers / sisters, 3,1% -relatives, 0,9% - neighbours. Out of the 14,435 children who have been left to the care of others, only 857 of them have legal documents that clearly stipulate the tutors rights and obligations regarding the childs development and education.

The moment when the children are separated from their parents is hard to bear by the former, who cannot influence the parents decision. The child is usually the last to find out about the decision and will feel marginalized and without importance in their family. The adaptation process to the new situation is painful, with emotional and intellectual consequences. It is mandatory that school have to intervene in order to help children find their place in their home and their social setting. The children need role models to follow in order to develop a safety feeling.

The teachers, class teachers and school counsellors role is to decrease the negative impact coming from lack of direct parent care. They have to communicate closely with the legal tutor / the person under whose care the child has been left. The teacher will show empathy, communicate efficiently, solve conflicts in due time, work in a team in order to integrate the child and help him / her create a positive self-esteem.

The children who have developed a correct self-esteem know they are important, unique, useful, prone to success, they trust themselves and they define aims for themselves. The environment these children need to develop in, is one that amplifies their self confidence, that is emotionally balanced, that emphasizes their positive achievements, that avoids irony and criticism and promotes a climate of tolerance and acceptance.

A small number of the students whose parents are migrant workers develop an aggressive behaviour that will be displayed in their relationship with the teachers, peers and the persons under whose care they have been left. This behaviour is hard to eliminate when the legal / informal tutor lacks authority on the child. There are situations where the state needs to intervene (the Police, the Department for Social Assistance within City Halls).

Frustration and emotional instability lead to a decrease in school performance. Schools prioritize these children for the counselling meetings.

School activity types for children of migrant workersDay care centers, where the children spend their free time under teachers care, who help them do their homework and solve other school-related tasks. The children can also have lunch in school and participate in leisure activities. Designing personalized intervention plans for the children who ask for psychological assistance. Providing psychological support and individual / group counselling both for children and their tutors. Organizing free time activities (trips, artistic workshops, debates, contests etc.) Periodical meetings with parents within Parents clubs, Parents schoolsCounselling classes addressing topics on tolerance and cohesion among students.

School activity types for children of migrant workers

Projects for school integrationThe parents day at school After-school activities Activities to foster personal development

Some of these activities are carried out in partnership with NGOs.

THE PARENTS DAY AT SCHOOLThe project aims to allow parents understand the educational process.

The activities have been developed so as to support the three educational partners: students, parents and teachers. It offers the opportunity to better know the family environment the children come from.

AFTER SCHOOLThe project addresses children in primary schools whose parents are migrant workers, in order to offer support in learning. The primary school teachers have especially chose for integrative and remedial activities. Alongside learning support, the students have also benefited from recreational, artistic and sports-related activities.

ACTIVITIES THAT HAVE BEEN CARRIED OUT IN PARTNERSHIP WITH NGOs

Educational activities to foster personal and collective hygiene, carried out by the Association for Health and Family.

Workshops organized by the Save the Children organization.

CONCLUSIONSConsidering the difficulties associated to the current social context, schools must become a support landmark for the children whose parents are migrant workers. Although the family cannot be replaced in the emotional life of the children, schools must try to make them feel appreciated and encouraged in everything they do. The degree up to which children manage to integrate will reflect the success of these measures. Through everything we do, we hope to promote the idea of emotional and social integration.