A meta-analysis of school-based interventions for student refugees, migrants, and immigrants

Charbonneau, Sarah; deLeyer-Tiarks, Johanna; Caterino, Linda C.; Bray, Melissa A.

doi:10.1080/10852352.2021.1935190

Cited by 8 publications

(14 citation statements)

References 50 publications

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“…It has been shown that migrant mental health levels depend on many factors, including a change in social class upon relocation [28], parent education levels [29], intergenerational conflict and acculturation gap [30], sense of ethnic identity [31], relocation duration [29] and other contextual and/or cultural considerations [4]. These influencing factors have contributed to a lack of clarity in the literature, with some studies claiming that migrant and immigrant children have worse mental health outcomes than native children [2,4,5,32,33], and others presenting neutral associations [27,29]. Yet, if we account for the abridged emotional health of children with only one immigrant parent, our findings emphasize that psychological health effects among immigrant children may be heterogeneous and context-dependent.…”

Section: Discussionmentioning

confidence: 99%

Assessing Quality of Life in First- and Second-Generation Immigrant Children and Adolescents; Highlights from the DIATROFI Food Aid and Healthy Nutrition Promotion Program

Diamantis

Stavropoulou

Katsas

et al. 2023

IJERPH

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To compare first- and second-immigrant pediatric populations with a non-immigrant pediatric population in terms of quality-of-life metrics, a cross-sectional analysis using data from the DIATROFI Program was implemented. In total, n = 2277 students (mean age: 9(4) years) from public schools in Greece participating in the 2020–2021 school year were analyzed. The students’ immigration status (first-generation/second-generation) was defined as per the standard definition. The students’ health related-quality of life (HRQoL) was assessed using a parental-perceived quality of life questionnaire. The sample included 4.8% first-generation and 21.2% second-generation immigrant students. Compared with non-immigrants, the first-generation immigrant students were more likely to have poor HRQoL (odds ratio (OR) = 2.82; 95% confidence interval (95%CI) = 11.75, 4.53), physical (OR = 1.91; 95%CI = 1.18, 3.10), social (OR = 1.94; 95%CI = 1.16, 3.22) and school function (OR = 2.52; 95%CI = 1.54, 4.13). Similar results were observed for second-generation immigrant students regarding HRQoL (OR = 1.68; 95%CI = 1.28, 2.21), physical (OR = 1.60; 95%CI = 1.23, 2.10) and school function (OR = 2.09; 95%CI = 1.58, 2.77). Children with one parent having a country of origin different that the country of residence had elevated odds of having poor emotional health (OR = 1.19; 95%CI = 0.87, 1.64). The family’s affluency level was interrelated with the connection of poor HRQoL and immigration status. The immigrant students have a poorer quality of life depending on their immigration generation and irrespective of their socioeconomic background.

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Section: Discussionmentioning

confidence: 99%

Assessing Quality of Life in First- and Second-Generation Immigrant Children and Adolescents; Highlights from the DIATROFI Food Aid and Healthy Nutrition Promotion Program

Diamantis

Stavropoulou

Katsas

et al. 2023

IJERPH

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“…In general, it has been recognized that intensive instruction in a host country language is extremely important [1], and language learning strategies are common. They do not always qualify as a specific intervention addressing migrant students, as they are often part of wider interventions that adopt other strategies.…”

Section: Language Learning Interventionsmentioning

confidence: 99%

“…Migration processes are a central topic of modern societies, and migrating implies a wide range of variables that affect integration, inclusion and health. This is particularly true for children and youth with migrant backgrounds, as they are faced with physical health, socio-emotional and academic and language challenges [1]. Migrant children are a vulnerable population at risk of dropping out or receiving a poorer education.…”

Section: Introductionmentioning

confidence: 99%

School-Based Interventions for Migrant Students in the Framework of the Health Promoting Whole-School Approach: An Umbrella Review

Meroni

Velasco

2023

Sustainability

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Health and school achievement play a crucial role in the integration of migrant students. This study aims to conduct an umbrella review of the effectiveness of school-based strategies on the academic and health outcomes of migrant school-aged children and youth and to link these intervention typologies to the Health Promoting School (HPS) approach. The study was conducted according to the PRISMA statement. Twenty-one reviews were analyzed, and 18 strategies were identified and categorized according to the six components of the HPS whole-school approach: individual skills, the school physical environment, school social environment, school policies, health and social services, and community links. Strategies related to five of the six components were identified, demonstrating that the HPS approach is a fitting framework to address migrant students’ needs. Moreover, evidence about the effects on both health and learning was shown; however, the integration of these two areas should be further explored. Finally, significant conditions that enhance or hinder implementation are described. Multi-component interventions and stakeholder engagement improve intervention impacts, while the relevance of cultural adaptation needs to be clarified. These results contribute to understanding the complexity of the challenges faced by migrant students and of the effective school-based strategies to promote their health and learning.

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“…Therefore, it is important to note that this study exclusively involved high-income countries, while low- and middle-income countries host the largest populations of refugees worldwide ( UNHCR, 2022 ). As emerging research on school-based interventions in these countries shows promising results (e.g., Charbonneau et al, 2022 ; Sullivan & Simonson, 2016 ), future school-based intervention research could meaningfully engage in an exploration of the way context and intervention mechanisms operate and interact to support refugee and migrant minors around the world (e.g., Sullivan & Simonson, 2016 ).…”

Section: Strengths Limitations and Future Researchmentioning

confidence: 99%

“…For all these interventions, the development of a solid scientific evidence base is still ongoing. Although a seminal body of studies provides promising evidence on the improvement of young refugees’ and migrants’ mental health through different types of school-based psychosocial interventions (e.g., Charbonneau et al, 2022 ; Tyrer & Fazel, 2014 ), other existing studies reveal important challenges as well as more complicated or mixed results (e.g., Bennouna et al, 2019 ; Rousseau et al, 2014 ). Overall, research on school-based interventions remains rather scarce and scholars identify several issues that need to be addressed when furthering the evidence base.…”

Section: Introductionmentioning

confidence: 99%

School-based Psychosocial Interventions’ Effectiveness in Strengthening Refugee and Migrant Adolescents’ Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study

Spaas,

Said-Metwaly,

Skovdal

et al. 2023

Psychosocial Intervention

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School-based psychosocial interventions are increasingly put forward as a way to support young refugees’ and migrants’ well-being and mental health in resettlement. However, the evidence on these interventions’ effectiveness remains scarce and scholars denounce particular gaps in the evidence to date, pointing to a lack of large-scale, controlled studies and studies including social outcome measures. This cluster randomized study aims to strengthen the evidence base on school-based psychosocial interventions for refugee and migrant youth by assessing the effect of two interventions, Classroom Drama and Welcome to School, on youth’s mental health, resilience, and social relations in Belgium, Denmark, Norway, and the United Kingdom. Multilevel analyses were conducted separately for the two interventions (Classroom Drama, n = 307, ages 11-19; Welcome to School, n = 251, ages 11-23), using separate no-treatment control groups. Our analyses indicated a significant main, positive effect of Classroom Drama on perceived family support, and an effect on perceived support from friends that was moderated by country: in the United Kingdom, the intervention group reported an increase in perceived friend support, whereas the control group reported a decrease. Furthermore, baseline resilience moderated the effect of the Classroom Drama intervention on behavioral difficulties and well-being. No effects of Welcome to School on any of the outcome variables were found. Overall, this study provides novel, nuanced evidence on school-based psychosocial interventions for refugee and migrant adolescents.

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A meta-analysis of school-based interventions for student refugees, migrants, and immigrants

Cited by 8 publications

References 50 publications

Assessing Quality of Life in First- and Second-Generation Immigrant Children and Adolescents; Highlights from the DIATROFI Food Aid and Healthy Nutrition Promotion Program

Assessing Quality of Life in First- and Second-Generation Immigrant Children and Adolescents; Highlights from the DIATROFI Food Aid and Healthy Nutrition Promotion Program

School-Based Interventions for Migrant Students in the Framework of the Health Promoting Whole-School Approach: An Umbrella Review

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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