Examining the Effectiveness of Bibliotherapy Interventions in Supporting Self-Management among Rakhine Minority Students in an English Institute in Cox’s Bazar, Bangladesh

Abstract

This study explores the effectiveness of bibliotherapy interventions in enhancing selfmanagement skills among Rakhine minority students in Cox’s Bazar, Bangladesh. As a marginalized group, these students often face emotional and behavioral challenges overlooked in traditional classrooms (Rakhain, 2021). Bibliotherapy provides a pathway for students to engage with relatable characters, build emotional vocabulary, and explore effective strategies for managing their emotions. Fifteen students aged 9 to 13 from Chaaloong Academy took part in three carefully designed bibliotherapy sessions focused on themes such as anger, impulse control, and emotional regulation. This research employed a qualitative approach, utilizing pre-and post-assessments, focus group discussions, and teacher observation. The finding showed significant improvements in students’ ability to identify calming strategies, managing impulses, and relating to the emotions of story characters which promoting reflection on their own emotions. These findings were supported by qualitative insights, analyzed using thematic analysis, and further interpreted using Fred Erickson’s (1986) interpretive model, which emphasizes contextual understanding and the use of detailed vignettes to illustrate social-emotional development. This study contributes to the expanding research on social-emotional learning in lowresource and multilingual settings. It highlights bibliotherapy as an inclusive, low-cost, and culturally adaptable strategy for promoting emotional development among marginalized learners.