Abstract:

This study examined the experiences of mothers on professional relocation through their spouses work vis-a-vis their children's schooling. We interviewed 29 Israeli mothers at least two years into their relocation or having returned to Israel no more than five years previously. Qualitative content analysis revealed three themes of coping: control and organization in the school context; language and communication with the educational staff; the social and emotional state of the mothers and children in the school context. In each of the challenges, the mothers referred to 3 points in time: before the move, the initial period, and after one school year. While the fathers were described as involved in the processes of organization and communication vis-à-vis the children’s schooling in the period prior to the move, the responsibility passed to the mothers exclusively upon arrival. Regarding the social and emotional challenges, the mothers mentioned no involvement of the fathers in the coping processes. A dual retrospective view of the mothers emerged, indicating both the advantages of relocation and the benefit to the family.
The study clarifies that while relocations are important for global economic development, they are accompanied by significant challenges for the mothers who escort the knowledge-migrant and bear the responsibility for organizing the home and supporting the children during their entry into their educational setting. The findings also indicate the importance that the professional and educational institutions support the mothers in their parental and personal struggles, especially during the first year of relocation.

Keywords:

Professional relocation, mothers, parent-educational staff interaction, knowledge-migrant, schooling in migrate countries.