scholarly journals Protecting Refugee Students’ Wellbeing After Research

2021 ◽  
Vol 20 ◽  
pp. 160940692110258
Author(s):  
Ozlem Erden-Basaran
Keyword(s):  
Public Schools ◽  
Attachment Theory ◽  
Culturally Relevant ◽  
Well Being ◽  
School Community ◽  
Ethnographic Study ◽  
Refugee Children ◽  
Refugee Students ◽  
Syrian Refugee ◽  
Children’S Expectations

This study examines how Syrian refugee children’s participation in an ethnographic study affected their well-being, using the premises of attachment theory and listening as care. Three Syrian children, aged 10–12 in Turkish public schools, participated in this study. The data of this study were generated by combining these children’s interviews and observations in 2016 and new interviews in 2018. This study argues that the researcher may be the closest option for these children to develop a long and secure relationship because their teachers and the school community provided misguided messages about the researcher’s role in the school and these children’s expectations from the researcher. Given this situation, the findings of this study suggest that researchers should allocate time after research to understand how their presence affects refugee children and prepare culturally relevant and individualized exit strategies to avoid harming them.

scholarly journals Cohort Profile: Biological Pathways of Risk and Resilience in Syrian Refugee Children (BIOPATH)

2021 ◽  
Author(s):  
Fiona McEwen ◽  
Cassandra Popham ◽  
Patricia Moghames ◽  
Demelza Smeeth ◽  
Bernadette de Villiers ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Demographic Data ◽  
Well Being ◽  
Health Problems ◽  
Refugee Children ◽  
Cluster Sampling ◽  
Child Gender ◽  
Syrian Refugee ◽  
Hair Samples

The BIOPATH cohort was established to explore the interplay of psychosocial and biological factors in the development of resilience and mental health problems in Syrian refugee children. Based in Lebanon, a middle-income country significantly impacted by the refugee crisis, it is the first such cohort of refugees in the Middle East. Families were recruited from informal tented settlements in the Beqaa region using purposive cluster sampling. At baseline (October 2017–January 2018), N=3,190 individuals participated (n=1,595 child-caregiver dyads; child gender, 52.7% female; mean [SD] age=11.44 [2.44] years, range=6-19]). Re-participation rate at one year follow up was 63%. Individual interviews were conducted with children and primary caregivers and biological samples collected from children. Measures include: (i) children’s well-being and mental health problems (using tools validated against clinical interviews in a subsample of the cohort); (ii) psychosocial risk and protective factors at the level of the individual (e.g., coping strategies), family (e.g., parent-child relationship), community (e.g., collective efficacy), and wider context (e.g., services); (iv) saliva samples for genetic and epigenetic (methylation) analyses; (v) hair samples to measure cortisol, dehydroepiandrosterone [DHEA] and testosterone. This cohort profile provides details about sampling and recruitment, data collection and measures, demographic data, attrition and potential bias, key findings on resilience and mental health problems in children, and strengths and limitations of the cohort. Researchers interested in accessing data should contact Professor Michael Pluess at Queen Mary University of London, UK (e-mail: [email protected]).

scholarly journals An Investigation of Forcibly Migrated Syrian Refugee Students at Turkish Public Schools

2017 ◽  
Vol 5 (7) ◽  
pp. 1149-1160 ◽  
Author(s):  
Rasim Tösten ◽  
Mustafa Toprak ◽  
M. Selman Kayan
Keyword(s):  
Public Schools ◽  
Refugee Students ◽  
Syrian Refugee

scholarly journals “I’m Thinking I Want to Live a Better Life”: Syrian Refugee Student Adjustment in New Brunswick

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Helen Massfeller ◽  
Lyle Donald Hamm
Keyword(s):  
High School ◽  
New Brunswick ◽  
Refugee Children ◽  
Student Adjustment ◽  
Structured Interviews ◽  
Refugee Students ◽  
Syrian Refugee ◽  
School And Community ◽  
Field Notes ◽  
Future Direction

In this paper, the authors explore the re-adjustment experiences of seven refugee students from Syria and Iraq who enrolled in a large high school in New Brunswick. Data were collected through semi-structured interviews, school and community documents, and field notes. Five themes were identified and are reported and discussed in this paper. Recommendations for future direction regarding how to successfully integrate Syrian refugee children into Canadian schools are provided.

scholarly journals Predictive Ability of Future Anxiety in Professional Decision-Making Skill among a Syrian Refugee Adolescent in Jordan

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Ola Al Hwayan
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Predictive Ability ◽  
Quantitative Approach ◽  
Ministry Of Education ◽  
Achievement Level ◽  
Refugee Students ◽  
Syrian Refugee ◽  
Tenth Grade ◽  
The University

This study aimed to examine how and to what extent future anxiety contributes to the level of professional decision-making skills among Syrian refugee students in the tenth grade in public schools in Jordan for the year 2018/2019. Using a quantitative approach, 227 tenth-grade Syrian refugee students in public schools in the University Brigade Institute of the Ministry of Education in Jordan were measured on scales of future anxiety and professional decision-making. The results showed that the level of future anxiety was high, while the level of professional decision-making was moderate. In addition, the results showed that there were statistically significant differences in the future anxiety depending on gender (i.e., male/female) and achievement level (i.e., high achievement/low achievement), whereas for professional decision-making, there were differences depending on gender but not achievement level. Finally, it showed that future anxiety is predictive of professional decision-making skills.

scholarly journals “I Belong to Nowhere”: Syrian Refugee Children’s Perspectives on School Integration

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Yan Guo ◽  
Srabani Maitra ◽  
Shibao Guo
Keyword(s):  
School System ◽  
Well Being ◽  
Refugee Children ◽  
Educational Strategies ◽  
Children’S Perspectives ◽  
The Public ◽  
Syrian Refugee ◽  
Starting Point ◽  
Local Students ◽  
Children Education

Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those uprooted are children. Education is key to integration of refugee children and is considered critical in bringing back a sense of normalcy, routine as well as emotional and social well-being in the lives of refugee children. In Canada, integration of Syrian refugee children in the public school system has, therefore, been identified as one of the vital aspects of their settlement needs. This article examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian school system. We have conducted five focus groups with twelve Syrian refugee parents and eighteen Syrian refugee children between the age group of 10-14. Our research shows that Syrian refugee children not only find it difficult to make friends with local students but are also subjected to constant bullying and racism that affect their sense of belonging and connection. Making the views of these students explicit, we hope to provide a starting point for not only understanding their experiences in more detail, but also for developing educational strategies, resources and policies that might best meet the needs of these students and future refugee children and youth.

‘Feeling at home away from home?’ Social participation of refugee students in Cyprus: A mixed methods case study design

2020 ◽  
Author(s):  
Lambri Trisokka ◽  
Leslie Gautsch ◽  
Christoforos Mamas
Keyword(s):  
Public Schools ◽  
Mixed Methods ◽  
Social Participation ◽  
Refugee Children ◽  
School Life ◽  
Host Countries ◽  
Refugee Students ◽  
Mixed Methods Case Study ◽  
Inclusive School

Abstract In the context of increasing numbers of refugee students being integrated into the national school system of host countries globally, the necessity of inclusive school environments for these students is growing. Yet schools may not be well prepared and supported to meet the unique needs of refugee students, who may struggle to adjust to their new reality. In this paper, we present the results of a mixed methods case study that explored aspects of the social participation experiences of three Syrian refugee siblings in a public elementary school in Cyprus, as a telling case for the struggles of refugee children to socially participate with their peers in asylum-country public schools. Social network and interview data were collected to examine how effectively the three refugee siblings participate in school life and the factors that may hinder their social participation. The findings are fairly worrisome, as the three refugee siblings were found to maintain a lower social participation status than their non-refugee peers.

scholarly journals Somali Refugee Students in Canadian Schools: Pre-Migration Experiences and Challenges in Refugee Camps

2016 ◽  
Vol 45 (3) ◽  
Author(s):  
Mohamad Ayoub ◽  
George Zhou
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
Data Collection ◽  
School Community ◽  
Refugee Camp ◽  
Refugee Camps ◽  
Refugee Students ◽  
Somali Refugee ◽  
Migration Experiences ◽  
Shed Light

The purpose of this paper is to shed light on the pre-migration challenges experienced by Somali refugee students in refugee camp before resettling in Canada. The findings were drawn from a qualitative research that was designed to investigate the pre-migration and post-migration experiences of Somali refugee students attending English public schools in a southwestern city in Ontario, Canada. The method of data collection in the study was semi-structured one-on-one interviews. A total of six Somali refugee students were interviewed. The exploration into the participants’ experiences revealed that they faced many pre-migration challenges in refugee camps. Members of the school community, including educators, administrators, and students, have a major role to play in supporting Somali newcomers with their integration.

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