The article is devoted to the theoretical analysis of moral damages of children's migration trauma in the context of the exchange of experience based on the materials of international internship. The purpose of the presented article is an analytical review of developments on the problem of trauma of the migration resocialization of children in the context of preserving mental health and children's rights (based on the materials of the scientific internship under the program of postgraduate education in the area of education and humanities, PUCPR, Curitiba, Brazil).

Introduction: Moral suffering (MS) is psycho-emotional harm derived from a conflict between one’s circumstances and one’s deeply held moral values. It includes the constructs of moral distress (MD) and moral injury (MI) and is characterized by constraints or mandates preventing the perceived morally correct event. Evidence has demonstrated the application of MS in helping professions, and research has linked MS to a deterioration of mental health, self-identity, worldview, and job-performance.

Purpose of Review

Moral injury has garnered increased empirical and societal interest in the past fifteen years. We sought to conduct a multidisciplinary examination of several developmental, contextual, and relational models of moral injury to better inform professional research and practice.

Findings

The Grade 9 South African history curriculum teaches the history of the Holocaust as an introduction to the study of apartheid. Students are taught how racial identities are constructed, codified into law, and weaponized for the purposes of discrimination and genocide. They are taught that racialized discrimination can happen anywhere—not only in South Africa—and that we must be vigilant lest it happens again. Curriculum developers—supported by international literature (e.g., UNESCO publications)—believe that learning about the Holocaust will act as a “bridge” to learning about apartheid.