A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth

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Abstract:

Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research.

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Citation:

Sullivan, A.L. & Simonson, G.R. (2016). A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of educational research, 86(2), p. 503-530.

About This Study:

Intervention(s): Various
Intervention Duration: varied
Relevant ORR Program: Children's Services
Study Type: Systematic review
Full Text Availability: Paid
Direction of Evidence: Inconclusive or mixed impact
Strength of Evidence: Strong
Population(s): Refugees
Gender(s) of Participants: All
Age(s) of Participants: Adolescents and/or Youth
Region(s) of Origin of Participants: Multiple Regions

Relevant Evidence Summaries:

The evidence was reviewed and included in the following summaries: