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School-based programs for Supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: A scoping review

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  • Bennouna, Cyril
  • Khauli, Nicole
  • Basir, Mashal
  • Allaf, Carine
  • Wessells, Michael
  • Stark, Lindsay

Abstract

As communities around the world continue to receive record-setting numbers of newcomers fleeing armed conflict, schools play a central role in supporting these families through the challenges of adjustment. Policymakers and educators in several high-income countries have begun to invest in efforts to support these young forced migrants not only academically, but also socially and emotionally. This study reviews the published and grey literature on 20 school-based programs aimed at improving the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries from 2000 to 2019. This review seeks to inform a more comprehensive and detailed understanding of the types of program options available to schools, while also identifying gaps in the current literature related to factors influencing program implementation. We find several common approaches and challenges to supporting adolescent forced migrants, as well as their families, communities, schools, and service providers. The reviewed programs faced recurring challenges related to intercultural exchange, gaining access to communities, promoting care-seeking, school capacity limitations, and sustainability. The lessons learned from these programs indicate that several steps can be taken to mitigate these challenges, including adapting services to individuals and their contexts, taking a multi-layered approach that addresses multiple levels of young people's social ecologies, and building trusting, collaborative partnerships with schools, communities, and students.

Suggested Citation

  • Bennouna, Cyril & Khauli, Nicole & Basir, Mashal & Allaf, Carine & Wessells, Michael & Stark, Lindsay, 2019. "School-based programs for Supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: A scoping review," Social Science & Medicine, Elsevier, vol. 239(C).
    • Handle: RePEc:eee:socmed:v:239:y:2019:i:c:s0277953619305520
    DOI: 10.1016/j.socscimed.2019.112558
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    Citations

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    Cited by:

    1. Häggström, Felix & Borsch, Anne Sofie & Skovdal, Morten, 2020. "Caring alone: The boundaries of teachers' ethics of care for newly arrived immigrant and refugee learners in Denmark," Children and Youth Services Review, Elsevier, vol. 117(C).
    2. Claudia Meroni & Veronica Velasco, 2023. "School-Based Interventions for Migrant Students in the Framework of the Health Promoting Whole-School Approach: An Umbrella Review," Sustainability, MDPI, vol. 15(3), pages 1-29, January.
    3. Kirsi Peltonen & Sanni Aalto & Mervi Vänskä & Riina Lepistö & Raija-Leena Punamäki & Emma Soye & Charles Watters & Lutine de Wal Pastoor & Ilse Derluyn & Reeta Kankaanpää, 2022. "Effectiveness of Promotive and Preventive Psychosocial Interventions on Improving the Mental Health of Finnish-Born and Immigrant Adolescents," IJERPH, MDPI, vol. 19(6), pages 1-20, March.
    4. Borsch, Anne Sofie & Verelst, An & Jervelund, Signe Smith & Derluyn, Ilse & Skovdal, Morten, 2023. "Understanding interventions as social practices: How a school-based mental health intervention for migrant adolescents in Denmark interacted with context," Children and Youth Services Review, Elsevier, vol. 153(C).
    5. Kim, Taehoon & Kim, Jinho, 2020. "Linking adolescent future expectations to health in adulthood: Evidence and mechanisms," Social Science & Medicine, Elsevier, vol. 263(C).

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