Situation (VPLP framework):
In a refugee learning context with limited resources and unstable living conditions, one student in my class frequently stopped participating in group activities and often stayed silent during lessons.

What I did:
Instead of focusing only on the behaviour, I spoke with the student privately and later asked about the student's family condition from peer teachers to understand the situation. I learned that the student’s family had recently faced relocation and economic stress, which affected the student’s emotional state and concentration in class. I then adjusted my teaching approach by giving the student smaller responsibilities in group work and creating a more supportive environment so they could slowly regain confidence.

Which ecological system I was working in:
Mainly the microsystem (direct interaction with the student in the classroom) and the mesosystem (communication between school and family).

What else I could have done in other systems:
At the exosystem level, I could have discussed the situation with school leaders or education coordinators to see if additional learning or emotional support programs were available.
At the macrosystem level, teachers could work together to promote more awareness about the challenges displaced students face so that teaching practices across the school become more supportive and inclusive.