Abstract

The educational insertion of internally displaced students presents significant challenges in public secondary schools, particularly in conflict-affected regions. This study focuses on the challenges faced by internally displaced students (IDPs) at the Government Bilingual High School in Mendong, Cameroon. Educational insertion refers to the process of integrating these students into the school system, ensuring they receive quality education and support to succeed academically. The research employs a mixed-methods approach, combining quantitative data from enrollment records, academic performance, and attendance rates with qualitative insights from interviews and focus group discussions with students, teachers, school administrators, and parents.

Findings reveal several key challenges impacting the educational insertion of IDPs. These include language barriers, psychosocial issues, lack of resources, and administrative hurdles. Many internally displaced students struggle with the transition to a new language of instruction, which affects their comprehension and academic performance. Psychosocial issues, such as trauma and stress resulting from displacement, further hinder their ability to concentrate and participate actively in school activities. Additionally, the influx of IDPs strains existing school resources, leading to overcrowded classrooms, insufficient teaching materials, and inadequate support services.

The study highlights that effective integration of IDPs requires targeted interventions. These include language support programs, such as bilingual education and remedial language classes, to help students overcome language barriers. Providing psychosocial support through counseling and peer support groups is crucial to address the emotional and psychological needs of displaced students. Ensuring adequate resources, such as textbooks, teaching aids, and additional classroom space, can alleviate some of the pressures on the school system. Administrative support, including streamlined enrollment processes and coordination with local authorities, is essential to facilitate the smooth insertion of IDPs into the educational system.

Challenges identified also involve the need for teacher training on handling the specific needs of displaced students and fostering an inclusive and supportive school environment. Teachers require professional development to equip them with the skills to address the diverse needs of IDPs and create a nurturing learning atmosphere.

Recommendations for policymakers include increasing funding for schools hosting internally displaced students, implementing policies that support their educational insertion, and promoting community involvement to create a supportive network for these students. By addressing these challenges and implementing the study’s recommendations, schools can better support the educational needs of internally displaced students, ensuring they receive the education necessary for their future success.

In conclusion, the educational insertion of internally displaced students at the Government Bilingual High School in Mendong faces significant challenges that require comprehensive and targeted interventions. By addressing language barriers, providing psychosocial support, ensuring adequate resources, and training teachers, the school can enhance the educational experience and outcomes for these vulnerable students.

Keywords: Internally Displaced Students, Educational Insertion, Public Secondary Schools, Language Barriers, Psychosocial Support, Educational Resources, Teacher Training, Government Bilingual High School Mendong, Cameroon.