Social context factors and refugee children’s emotional health

Emerson, Scott D.; Petteni, Monique Gagné; Guhn, Martin; Oberle, Eva; Georgiades, Katholiki; Milbrath, Constance; Janus, Magdalena; Schonert‐Reichl, Kimberly A.; Gadermann, Anne M.

doi:10.1007/s00127-021-02173-y

Cited by 8 publications

(3 citation statements)

References 54 publications

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“…However, students coming from disrupted educational backgrounds are likely to have experienced adverse situations in the past, and students who are not fluent in the language of schooling continue to face language-related challenges. These challenges can be mitigated by supporting the students' belief in themselves [30].…”

Section: Language Learningmentioning

confidence: 99%

Migrant-Background Student Experiences of Facing and Overcoming Difficulties in Finnish Comprehensive Schools

et al. 2022

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This article considers what students with a migrant background in Finnish comprehensive schools report as difficult, and how they succeed in overcoming these difficulties. We draw on two sets of school wellbeing and learning surveys for migrant students, conducted in 2016 and 2021 in comprehensive schools (grades 1–9) in and around two major cities in Finland. We pay attention to student answers to three questions: What is difficult in school? How do you succeed in difficult tasks in school? and Who helps you in school? The datasets from the two points in time are compared to see whether changes in school demographic situation and the student length of stay in Finland had an impact on student experiences. Our findings show that theory-based school subjects that depend strongly on language, such as science subjects, maths, Finnish, Swedish and English, are considered difficult. Additionally, interaction with peers, which also relies on language, causes challenges. The students report turning to teachers, other professionals and peers for assistance and support, and also mention personal strategies they have developed to overcome school-related difficulties. Understanding what migrant students find difficult, as well as how, and with the help of whom, they overcome such difficulties is crucial for the development of effective and sensitive pedagogical practices.

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Section: Language Learningmentioning

confidence: 99%

Migrant-Background Student Experiences of Facing and Overcoming Difficulties in Finnish Comprehensive Schools

et al. 2022

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“…In a more recent study examining mothers’ perspectives, mothers reported concerns with poor mental in their children related to issues of discrimination, resettlement challenges, access and stigma 65 66. Results also described how immigrant children perceived themselves in light of their ethnic, linguistic and cultural similarities to peers, which influenced their sense of belonging, overall life satisfaction and was sometimes detrimental to their mental health 57 67–69…”

Section: Resultsmentioning

confidence: 99%

Immigrant child health in Canada: a scoping review

et al. 2022

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IntroductionUnderstanding the health of immigrant children from birth to 18 years of age is important given the significance of the early childhood years and complexity of factors that may influence the health status of immigrant populations. Thus, the purpose of this review was to understand the extent and nature of the literature on the health of immigrant children in Canada.MethodsWe conducted a scoping review of the literature. The review was focused on studies of first-generation and second-generation immigrant children aged 0–18 years. We completed standardised data extraction of immigration status, immigration route, age of children, data source, health or clinical focus, country of origin and major findings.ResultsIn total, 250 published papers representing data from 237 studies met the inclusion criteria for this study. A total of 178 articles used quantitative methodologies (mostly survey and cross-sectional study designs), 54 used qualitative methodologies and 18 used mixed methodologies. The articles considered in this review included 147 (59%) focusing on physical health, 76 (30%) focusing on mental health and 37 (15%) focusing on the social aspects of health for refugee and first-generation and second-generation immigrant children across the provinces and territories of Canada.ConclusionsSeveral literature gaps exist with respect to child immigrant health in Canada. For instance, there are no exclusive studies on immigrant boys and limited studies on children of international students.

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“…They indicated that the student–teacher relationship is related to emotion regulation and academic success (Fried, 2011; Graziano et al, 2007). In addition, perceived supportive school climate, support from adults in school and at home, and peer belonging were each independently associated with better emotional health (Emerson et al, 2022). To my knowledge, no study to date has examined the impact of school environment on emotion regulation in refugee girls.…”

Section: Emotion Dysregulation and Comorbiditiesmentioning

confidence: 99%

Difficulties in emotion regulation among Syrian refugee girls: Risk and protective factors.

Khamis¹

2023

American Journal of Orthopsychiatry

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Exposure to war and forced migration have been widely linked to child subsequent adaptation. What remains sparse is research spanning multiple risk and protective factors and examining their unique, and relative implications to difficulties on emotion dysregulation in refugee girls. This study investigated the mechanisms through which emotion dysregulation in Syrian refugee girls is impacted by exposure to war traumas, comorbidities, and other risk and protective factors such as coping styles, family relationships, and school environment. The sample consisted of 539 Syrian refugee girls who ranged in age from 7 to 18 years attending public schools in various governorates in Lebanon and Jordan. Two school counselors carried out the interviews with children at school. Results indicated that war trauma and the combination of comorbidities associated with negative coping styles could lead to an overall state of emotion dysregulation in refugee girls. Enhanced understanding of the mechanistic role of risk and protective factors in contributing to emotion dysregulation in refugee girls may contribute to the development of effective interventions to target the psychological effects of the refugee experience.

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Social context factors and refugee children’s emotional health

Cited by 8 publications

References 54 publications

Migrant-Background Student Experiences of Facing and Overcoming Difficulties in Finnish Comprehensive Schools

Migrant-Background Student Experiences of Facing and Overcoming Difficulties in Finnish Comprehensive Schools

Immigrant child health in Canada: a scoping review

Difficulties in emotion regulation among Syrian refugee girls: Risk and protective factors.

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