Navigating the Complexity of Youth Refugee Mentoring at Dzaleka Refugee Camp, Malawi

21^st November, 2024

By Dr Chimwemwe John Paul Manyozo

Mentoring in refugee camps is not just a relationship; it’s a lifeline. For youth living in Dzaleka Refugee Camp in Malawi, mentorship provides hope, guidance, and emotional support. But mentoring in such a context comes with complexities that go beyond the traditional mentor-mentee dynamic.

Unlike in corporate or academic settings, mentoring in refugee camps like Dzaleka happens in an environment marked by trauma, displacement, and a profound sense of uncertainty about the future. Refugee youth face unique challenges — from navigating cultural differences to overcoming language barriers. Mentors, often refugees themselves, carry the weight of their personal experiences into these relationships, shaping how they engage with the mentees.

My journey into understanding these relationships involved a detailed study of the Naweza Mentoring Program — an initiative under Jesuit Refugee Services (JRS) designed to improve the educational, psychological, and social well-being of refugee youth at Dzaleka. Here are some key insights into the complexity of youth refugee mentoring in this context.

1. The Power of Purpose: Why Mentors and Mentees Join

Mentor Motivations

Mentors in the Naweza program are driven by a profound sense of purpose. Many of them, being refugees themselves, see it as a way to “give back” and support others in navigating the same hardships they have faced. They are not motivated by financial incentives but by a desire to make a difference in the lives of boys and girls in the camp. As one mentor shared,

“I believe I can help them. As you know, we are refugees. We live in the camp. We know girls go through a lot; actually. So I believe that with the knowledge and the skills that I have, I can help.”

For the mentees, their motivations are equally profound. Young girls and boys see the program as a chance to develop confidence, overcome fears, and learn critical life skills. As one 11-year-old mentee put it,

“I want to have the confidence to speak in front of people and do things without feeling ashamed.”

This shared sense of purpose strengthens the relationship between mentor and mentee, creating a space for growth, empathy, and transformation.

2. Matching Mentor and Mentee: Beyond Paperwork

Matching mentors with mentees in Dzaleka requires more than an administrative process. Unlike formal programs in the West, mentor-mentee relationships here are shaped through informal but intentional processes. During the early stages, mentees interact with all eight mentors and, over time, choose who they feel most comfortable with. Similarly, mentors select mentees based on shared interests, potential, and the mentee’s willingness to learn.

This dynamic process is crucial because it centres on trust and mutual choice. One mentee said,

“I chose them to be my mentor because when I share something with them, they never share it with anyone else.”

This system works well, but it has its flaws. Some mentees feel left out, particularly those who are perceived as "average" students. As one mentee put it,

“They only choose those who are intelligent, forgetting the average individuals who also need help.”

This insight reveals an opportunity to create more inclusive criteria for matching, ensuring no one is left behind.

3. Overcoming Language and Cultural Barriers

Dzaleka Refugee Camp is home to people from diverse countries, including Mozambique, Somalia, Burundi, Rwanda, Ethiopia, and the Democratic Republic of Congo. As a result, over seven languages are spoken at the camp. Language barriers can make mentorship challenging, especially in one-on-one sessions where mentors and mentees do not speak a common language.

To address this, the Naweza program prioritizes hiring officers and mentors who can communicate in multiple languages. This approach bridges the gap, allowing participants to connect more deeply. For mentors, it’s not just about language but also about cultural sensitivity, as each community at Dzaleka has its own norms and customs. This diversity adds to the richness of the mentoring experience but also increases its complexity.

4. Navigating Openness and Boundaries

An essential component of mentoring is self-disclosure, where mentors and mentees share personal experiences. Mentors in the Naweza program recognize the importance of this practice but approach it cautiously. One mentor explained,

“I look at the age of the girl I am dealing with. Based on the age, I am able to decide which issues I can and cannot share with them.”

This statement illustrates a critical aspect of mentoring in refugee camps: age-appropriate conversations. Mentors have to balance being relatable and being responsible. For younger mentees, discussions focus on study habits and self-esteem, while older mentees engage in conversations about life skills, gender-based violence, and leadership. The mentor must be sensitive to the maturity of the mentee and the emotional weight of certain topics.

5. Dealing with Setbacks and Separation

Unlike conventional mentorship programs, those in refugee camps face unique disruptions. COVID-19, for instance, forced the separation of mentors and mentees. Other separations are more personal, like mentees graduating or mentors leaving the camp for resettlement. These separations can be emotionally difficult for mentees. One mentee reflected,

"I felt bad. It was unexpected. I did not achieve what I wanted, but I forced myself to understand that these things happen and are part of life."

This period of separation can lead to feelings of sadness, confusion, and even anxiety for mentees, especially if they have not reached their goals. While some mentees accept it as a reality of life, the emotional impact remains a concern. Better preparation for these transitions can help mentees manage separation more effectively, perhaps by encouraging mentees to see themselves as future mentors.

6. Lessons for Mentoring in Refugee Camps

The experience of mentoring at Dzaleka Refugee Camp offers several critical lessons for organizations, policymakers, and practitioners working in similar contexts.

Formal and Informal Matching:

• Allow mentors and mentees to choose each other. While formal processes are important, informal connections often lead to deeper, more meaningful relationships.

Tailored Approaches for Each Phase:

• During the initiation phase, encourage discussions around mentor-mentee expectations.

• In the cultivation phase, provide ongoing support for mentors, especially in dealing with language barriers and mentee cooperation.

• For the separation phase, prepare mentees for life after mentorship, possibly by helping them transition into becoming mentors themselves.

Language and Trust are Key:

• Language is not just a barrier to communication—it’s a barrier to trust. Use multilingual assistants and mentors to overcome this challenge.

• Privacy and confidentiality are essential. Mentees value mentors who keep their secrets, as this is a sign of respect and trust.

Inclusiveness in Mentor Selection:

• Avoid prioritizing “top students” only. Every child, regardless of academic performance, deserves support and guidance. This ensures the most vulnerable are not left behind.

Mentoring youth in Dzaleka Refugee Camp is unlike any other context. It is deeply personal, emotionally charged, and culturally complex. The challenges of language, trauma, and transience make every interaction meaningful but also fragile. From matching mentors to mentees to navigating moments of separation, every phase of the mentoring journey requires thoughtful planning.

At the heart of it all is hope. Refugee youth, who have faced unimaginable hardships, see mentorship as a path to self-discovery, confidence, and opportunity. Mentors, in turn, see it as a way to make a lasting impact on their community. Their stories underscore the human capacity for resilience and compassion, even in the harshest of environments.

For development agencies, government bodies, and educators working with refugee communities, the experiences at Dzaleka provide valuable insights into how mentoring programs can be made more inclusive, supportive, and impactful.

About the Author

Dr. Chimwemwe John Paul Manyozo is a researcher and communications expert with over 13 years of experience. His work focuses on youth development, refugee support, and education. He has worked with organizations like UNDP, UN Women, UNICEF, and Jesuit Refugee Services (JRS). His insights on mentoring relationships at Dzaleka Refugee Camp are drawn from his PhD Research on Youth Mentoring experiences and psychological development of refugee youth: Evidence from Malawi

For those interested in further discussion or collaboration, feel free to reach out on c.manyozo@alumni.ids.ac.uk

This blog was inspired by Chimwemwe’s presentation for the 2023-24 Education and Development Public Seminar series hosted by UEA UNESCO Chair for Adult Literacy and Learning for Social Transformation.