School Loneliness Among Syrian Refugee Children in Turkey: A Phenomenological Study

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Phenomenological study reveals multidimensional loneliness in Syrian refugee children, indicating a need for inclusive practices.

School loneliness was experienced by Syrian refugee children through marginalisation and lack of connections.
Thematic analysis identified language barriers and peer exclusion as significant contributors to emotional isolation.
Semi-structured interviews and classroom observations were conducted with 14 children aged 9–12 in Ankara public schools.
This study highlights the importance of culturally responsive pedagogy to support refugee children's sense of belonging.

İbrahim Halil YILMAZ (2025) studied this question.

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