Project RefugeesWellSchool: RefugeesWellSchool: Preventive school-based interventions to promote the mental well-being of refugee and migrant adolescents
2018-01-01 – 2022-03-31
- Abstract
Today, European societies face the challenge of promoting the integration of growing numbers of refugee and migrant adolescents. Supporting the mental well-being of these young newcomers is herein pivotal, with recent scholarly work emphasizing the preventive role of schools in promoting mental well-being. Yet, there is still little robust evidence on how preventive school-based interventions may impact newcomers’well-being. This project therefore aims to further the evidence-base on the role of preventive school-based interventions in promoting refugee and migrant adolescents’mental well-being, and on how they can be implemented in diverse educational contexts. We specifically look at interventions furthering social support and social cohesion, since these factors are known to be highly beneficial for newcomers’well-being. Five interventions –chool-mediation intervention, classroom drama therapy, social support groups in refugee classes, support networks on school level, and teachers’training–will be implemented in six European countries. We will assess the interventions’long-term impact on newcomers’well-being (n=3,000), particularly their impact on mental health problems, resilience, academic achievements, school drop-out and social support. A mixed-methods longitudinal approach will combine questionnaires completed by adolescents, parents and teachers, focus groups with these groups, data on adolescents’academic achievements, and an economic assessment of the costs related to the implementation. Additionally, focus groups and national committees with other stakeholders will evaluate the impact of contextual factors (e.g., educational system) in order to design models to implement the effective interventions in other contexts. As such, this study will lead to a solid evidence-base on the impact of preventive school-based interventions on young newcomers’mental well-being and the possibilities to implementing these interventions in differing contexts.
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Psychosociale interventies op school voor kinderen en jongeren met een vlucht- of migratieachtergrond : bevindingen uit het Rode Neuzen- en RefugeesWellSchool-onderzoek
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- Journal Article
- A2
- open access
Dilemmas of ‘doing good’ : how teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark
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- Journal Article
- A1
- open access
Understanding how classroom drama workshops can facilitate social capital for newly arrived migrant and refugee adolescents : insights from Denmark
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- Journal Article
- A1
- open access
School-based psychosocial interventions’ effectiveness in strengthening refugee and migrant adolescents’ mental health, resilience, and social relations : a four-country cluster randomized study
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- Journal Article
- A1
- open access
Understanding interventions as social practices : how a school-based mental health intervention for migrant adolescents in Denmark interacted with context
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Zorg op school voor kinderen en jongeren met een migratie- of vluchtelingenachtergrond : de school als sleutelcontact voor een welbevinden onder druk
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- Journal Article
- A1
- open access
Effectiveness of psychosocial school interventions in Finnish schools for refugee and immigrant children, 'Refugees Well School' in Finland (RWS-FI) : a protocol for a cluster randomized controlled trial
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- Journal Article
- A1
- open access
Effectiveness of promotive and preventive psychosocial interventions on improving the mental health of Finnish-born and immigrant adolescents
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Social determinants of the mental health of young migrants
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- Journal Article
- A1
- open access
Migrant students’ sense of belonging and the Covid‐19 pandemic : implications for educational inclusion