Educational Well‐Being of Displaced Children
An Exploratory Case Study on Displaced Kuki Children in India
Bibliographic Data
| ID | 21591036 |
|---|---|
| Authors | Kadem Srinivas (0009-0000-4139-1851, Department of Education Central University of Punjab Bathinda Punjab India, corresponding author), Nengpichong Touthang (0009-0000-5594-9692, Department of Education Central University of Punjab Bathinda Punjab India), Shankar Lal Bika (0000-0003-0595-7402, Department of Education Central University of Punjab Bathinda Punjab India) |
| Year | 2026 |
| Publication date | 2026-05-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.70056 |
| OpenAlex | W7161603558 |
| Language | EN |
| References cited | 15 |
The ongoing ethnic conflict in Manipur, India, has resulted in the mass internal displacement of Kuki children, severely disrupting their access to education and overall well‐being. This exploratory case study examined the specific challenges and compromised educational well‐being experienced by displaced Kuki adolescents aged 13–17. We employed a qualitative exploratory holistic multiple‐case design with purposive sampling, focusing on three case units—Oasis Academy, The Scholar School, and Carmel School—in Guwahati, Assam. Data were obtained through observations and semi‐structured interviews with displaced children. The findings revealed that these adolescents experienced profound social insecurity and emotional distress, often feeling isolated while staying in school hostels due to prior exposure to ethnic conflict. A critical shortcoming identified in the host institutions is the near absence of essential school health services, including health promotion programmes, emergency facilities, and guidance or counselling support. These issues, compounded by financial pressure and language barriers, negatively affect the educational well‐being of displaced children. Thus, comprehensive policy interventions promoting inclusive education and standardised psychosocial support are urgently required to safeguard the stability, well‐being, and educational rights of these vulnerable populations
Ethnic group · Exploratory research · Feeling · Internally displaced person · Psychological intervention · Psychosocial · Qualitative research · Migration, Health and Trauma · Peace and Human Rights Education · South Asian Studies and Conflicts
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On the education of the whole person
| Highly cited | No |
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