Educational, developmental and psychological outcomes of resettled refugee children in Western Australia: A review of School of Special Educational Needs: Medical and Mental Health input

Abstract

Aim There are limited data regarding the educational backgrounds and associated psychological and developmental outcomes of refugee children resettling in Western Australia (WA). The WA paediatric Refugee Health Service (RHS) revised its first consult questionnaire (August 2011) to increase educational and psychosocial documentation, concurrent with engagement of a School of Special Educational Needs: Medical and Mental Health (SSEN: MMH) liaison teacher. This study aims to utilise these data to increase understanding of this cohort's educational, developmental and psychological needs and to describe SSEN: MMH's role within the RHS. Methods Retrospective audit and analyses were performed on all initial standardised questionnaires for school‐aged refugee children (4–18 years) and SSEN: MMH referrals between August 2011 and December 2012. Results Demographic data from 332 refugees are described (mean age 9.58 ± standard deviation 3.43 years). Detailed educational information was available for 205 children. Prior education was limited (median 2 years), 64.9% experienced likely schooling interruption and 55.8% received education in their primary language. Language development concerns were significantly associated with previous education in a second language (odds ratio (OR) 4.55, P < 0.05). Other severe developmental and schooling issues were uncommon at presentation, with few correlations to prior education. In contrast, several migration factors, including family separation and mandatory detention, were significantly associated with psychological comorbidities such as post‐traumatic stress disorder (OR 5.60, P < 0.001 and OR 14.57, P < 0.001, respectively). SSEN: MMH reviewed 59 complex cases. Referral was significantly associated with multiple educational, developmental and psychological concerns. Conclusions Refugee children have varied migration, trauma and educational backgrounds, impacting on health and psychological outcomes. In‐depth multidisciplinary history including prior education and psychosocial issues is recommended. Partnering with education services appears to play an effective, multifaceted role in aiding resettlement; however, longitudinal studies are required.

Learning Problems in Children of Refugee Background: A Systematic Review

“…28 Three studies reported that family cohesion and supportive home environment were associated with better secondary school outcomes (particularly for girls). 6,24,30 Two studies reported on the association between parental physical and mental health and secondary school outcomes, with 1 finding a positive association 40 and the other finding no association. 30 …”

“…A single Australian study reported on the prevalence of sensory impairment (vision, hearing) and developmental delay in a mixed cohort of 332 children attending a refugee health clinic: 7.5% had a visual impairment, 3.3% had a hearing impairment, and 6.9% had developmental delay, most commonly language (5.7%) or gross motor (2.1%). 24 Two studies from the United States 20 and Sweden 14 provided information on intellectual impairment, using cognitive testing to investigate the impact of trauma on intelligence. These studies reported that among more than 400 Iraqi-background and African American adolescents, half (49.4%-56.3%) had low or borderline IQ scores on the Wechsler Intelligence Scales for Children (WISC).…”

Seeking Refuge: Implications when Integrating Refugee and Asylum Seeker Students into a Mainstream Australian School

“…When supporting young people from an asylum seeker background, there is a need to recognise that this is a population who have been observed to express their distress through somatic symptoms (Mace, Mulheron, Jones, & Cherian, 2014;Mann & Fazil, 2006, p. 59). The Diagnostic and Statistical Manual of Mental Disorders, 5 th edition describes Somatic Symptom Disorder as typically having ì...multiple, current, somatic symptoms that are distressing or result in significant disruption of daily lifeî (American Psychiatric Association, 2013, p. 311).…”

Experiences of School Belonging for Young Children With Refugee Backgrounds

“…In resettlement countries such as Australia, school is one of the primary places where newly arrived refugee students will connect with their community, build relationships, and establish a sense of belonging in their new country (Woods, 2009;Matthews, 2008; Correa--Velez, Gifford, & Barnett, 2010;Mace, Mulheron, Jones, & Cherian, 2014;de Heer, Due, & Riggs, 2016). As such, school belonging plays a crucial role in establishing a sense of social inclusion, positive wellbeing and the development of peer relationships for refugee young people from the beginning of their resettlement (Correa--Velez, et al, 2010;de Heer, et al, 2016; Woods, 2009).…”

“…While only a proportion of these young people and their families will be moved to a resettlement country, it is nevertheless vitally important that resettlement countries have an evidence base upon which to draw when providing settlement services and support to young people with refugee backgrounds. This is an Author's Accepted Manuscript of a paper published in the Educational and Developmental Psychologist Copyright Cambridge University Press DOI: 10.1017/edp.2016.9In resettlement countries such as Australia, school is one of the primary places where newly arrived refugee students will connect with their community, build relationships, and establish a sense of belonging in their new country (Woods, 2009;Matthews, 2008; Correa--Velez, Gifford, & Barnett, 2010;Mace, Mulheron, Jones, & Cherian, 2014;de Heer, Due, & Riggs, 2016). As such, school belonging plays a crucial role in establishing a sense of social inclusion, positive wellbeing and the development of peer relationships for refugee young people from the beginning of their resettlement (Correa--Velez, et al, 2010;de Heer, et al, 2016; Woods, 2009).…”