Learning Problems in Children of Refugee Background: A Systematic Review

Abstract

CONTEXT: Learning problems are common, affecting up to 1 in 10 children. Refugee children may have cumulative risk for educational disadvantage, but there is limited information on learning in this population. OBJECTIVE:To review the evidence on educational outcomes and learning problems in refugee children and to describe their major risk and resource factors. RESULTS:Thirty-four studies were included. Refugee youth had similar secondary school outcomes to their native-born peers; there were no data on preschool or primary school outcomes. There were limited prevalence data on learning problems, with single studies informing most estimates and no studies examining specific language disorders or autism spectrum disorders. Major risk factors for learning problems included parental misunderstandings about educational styles and expectations, teacher stereotyping and low expectations, bullying and racial discrimination, premigration and postmigration trauma, and forced detention. Major resource factors for success included high academic and life ambition, "gift-and-sacrifice" motivational narratives, parental involvement in education, family cohesion and supportive home environment, accurate educational assessment and grade placement, teacher understanding of linguistic and cultural heritage, culturally appropriate school transition, supportive peer relationships, and successful acculturation. LIMITATIONS:Studies are not generalizable to other cohorts. CONCLUSIONS:This review provides a summary of published prevalence estimates for learning problems in resettled refugee children, highlights key risk and resource factors, and identifies gaps in research.

Refugee Students’ Psychological Wellbeing and Experiences in the Australian Education System: A Mixed‐methods Investigation

“…The term “transition” is particularly appropriate to describe their experiences because it usually involves physically relocating from their country of origin, adapting to a new culture, language and education system, and transitioning from New Arrival Programs (NAP) or Intense English Language Programs (IELP) to mainstream schools, and from full‐time education to the world of work (Hugo et al, ). Other common challenges include limited literacy in the mother tongue, limited or interrupted former education, unfamiliarity with the education system, lack of parental literacy and education, limited parental involvement in and support for their education, low teacher expectations, and racism (Graham, Minhas, & Paxton, ; Hatoss, O'Neill, & Eacersall, ; Sainsbury & Renzaho, ). There is also some indication that parents and teachers do not always agree on educational methods and pathways ( Graham et al, ).…”

“…Other common challenges include limited literacy in the mother tongue, limited or interrupted former education, unfamiliarity with the education system, lack of parental literacy and education, limited parental involvement in and support for their education, low teacher expectations, and racism (Graham, Minhas, & Paxton, ; Hatoss, O'Neill, & Eacersall, ; Sainsbury & Renzaho, ). There is also some indication that parents and teachers do not always agree on educational methods and pathways ( Graham et al, ).…”

Trauma in English learners: Examining the influence of previous trauma and PTSD on English learners and within the classroom

“…also mention a Canadian study of 91 refugee youth from nine countries. This study determined that “younger age at migration, greater length of time since resettlement, and urban residence were associated with better secondary school outcomes” (Graham et al., , p. 8). Furthermore, Sudanese youth reported that challenges with the English language were a common barrier to success.…”

“…Even more shocking, over half of these refugees, or people seeking asylum, are children. Graham et al (2016) closely examined 34 full-text articles to compile data about learning outcomes and potential problems in refugee children. It was concluded that "internalizing problems" (i.e., anxious, depressive, and overcontrolled behavior) were more common than "externalizing problems"(i.e., aggressive, hyperactive,noncompliant, and undercontrolled behavior) (p. 7).…”

“At night he cries from dreams”: Perceptions of children's psychological distress and wellbeing amongst parents with refugee or asylum seeker backgrounds in Australia

“…A large body of research indicates that children with refugee and asylum seeker backgrounds living in resettlement countries such as Australia are vulnerable to psychological distress resulting from the cumulative stressors that occur during pre-migration, migration, and resettlement (Graham, Minhas, & Paxton, 2016;Henley & Robinson, 2011). These stressors may include exposure to war and violence, changes to family dynamics, and shifting social and cultural expectations, and there may be differences based on visa status, especially in relation to the uncertainty of temporary visas (Fazel, Reed, Panter-Brick, & Stein, 2012).…”