Interventions Targeting the Wellbeing of Migrant Youths: A Systematic Review of the Literature

Abstract

Migration can affect the physical, mental, emotional, and social wellbeing of individuals and families. This study provides an overview of interventions aimed at improving the wellbeing of young migrants. It identifies knowledge gaps and provides direction for future research. The review process comprises a systematic search of six academic databases, and websites for relevant peer-reviewed and gray literature on the topic. A total of 2,911 records were identified, of which 28 studies met our eligibility criteria for inclusion. Thematic analysis comprised of the description of study characteristics and outcome themes. EPHPP and CASP tools were utilized to assess the methodological quality of studies. The review findings indicate a number of approaches with varying effectivity, however, arts, music, and sports programs showed good results for youth across all migrant groups. Our findings call for further and more high-quality evaluation research, with longitudinal designs that ideally include stakeholder collaboration.

“It Is Definitely a Good Program for Everyone from Every Community”: A Qualitative Study of Community Partner Perspectives on the Culturally and Linguistically Diverse (CALD) Mindfulness Program

“…We recognise that the CALD Mindfulness Program is only one of a growing number of psychological interventions that have been shown to improve mental health and wellbeing in migrant, refugee and asylum-seeker populations [ 58 , 59 , 60 ]. Other studies conducted among Arabic-speaking adults in Western countries support the use of culturally tailored interventions based on cognitive behaviour therapy (often including a trauma-focused component), problem solving and mind–body techniques such mindfulness, meditation and deep breathing [ 61 , 62 , 63 , 64 , 65 , 66 ].…”

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

“…Concerning school outcomes, the reviews considered reported marginally significant changes in academic competence [4], but the effects were lower than those obtained through academic programs [40]. On the contrary, there was a positive impact on reducing school stress and increased attention levels [33] and the ability to work with peers was improved [31]. The findings related to health and psychosocial outcomes were also mixed.…”

“…Overall, all the reviews reported some degree of improvement in students' outcomes, even if the effectiveness may have varied from one study to another. In general, expressive techniques are beneficial to all youth, especially when this strategy is implemented to be used with students who have been exposed to traumatic events [33]. Only two reviews partially disagreed with this: Sullivan and Simonson [30] reported less consistent results, and Bal and Perzigian [4] found a decrease in emotional and behavioral symptoms but no significant effects on self-esteem.…”

“…Changes in health behaviors (such as hygiene) and a reduction in some behavioral problems were also observed, along with increased health care access. The effects on long term health and well-being were inconclusive and often not assessed [33,39].…”

“…Three reviews described programs or interventions that focused on the adoption of healthy behaviors at school. Examples included the creation of opportunities for physical activity [33], the practice of teeth brushing together at school [39], and the promotion of dietary habits by making healthy food available at school [41]. This strategy was proven effective in modifying the specific behavior addressed, for instance, reducing obesity among students, increasing fruit and vegetable consumption or benefitting children's oral health [39].…”