Learners write to their teacher about topics of their own choice, and the teacher responds to them in writing. Learners respond to questions about a story told through photos or drawings. Out of this simple activity came an array of language and culture learning, giving opportunities to talk about register and to look at acceptable forms of offering advice. Even such a straightforward exercise as this may be problematic. Students map and reflect on the highs and lows of their past while looking ahead to the future.
Teachers can network.
Most teachers are not therapists, but they can work with others who have more knowledge and experience. First, they can collect information about community resources for dealing with refugee mental health. Second, they can develop relationships with interested local mental health providers, find out how the local mental health system works, and identify community resources related to accessing help for cultural adjustment and mental health. Useful contacts might include a provider at a local clinic or hospital who is familiar with the situation of refugees and is willing to serve as a resource and the local refugee resettlement office that may provide interpreters. Finally, they can make a decision about whether or not it is appropriate to contact resources, speak with other family members, bring the situation to the attention of a resettlement agency or sponsor group, or give the student the opportunity in classroom activities to discuss or disclose personal information.