Empathy in Isolation: Lived Experiences of Teachers of Refugee Children

We conducted a phenomenological study of responses to open-ended questions by teachers of refugee children that have been resettled in the United States, Michigan. Three primary themes emerged from responses: value in empathic, reciprocal relationships; increased system capacity through programming/resources; and meaningful impact from professional development. Teachers were empathic advocates, often experiencing isolation and supported by limited resources. We apply themes to identify perceived effectiveness of advocacy as a structural mechanism used in belief formation within a sociocultural-self model. Based on Giroux, we conclude with recommendations for flexible, individualized programs that provide socioemotional support by engaging multiple systems through sustained professional development.