Andersen A.

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Recognising the newcomer: Education policy and teaching practices in Norway and England
Education policies in different countries recognise the needs and abilities of newcomer students in different ways, with consequences for their social inclusion and academic progress at school. We highlight the importance of context to debates around the politics of recognition in newcomer education by drawing on qualitative research in Norwegian and English secondary schools. Taylor’s (1994) political theory of “recognition”…
2023
Watters C. Andersen A. Hilden P.K. Soye E.
Policy & law Formal education Norway England Pedagogy Focus group Interview Inclusion English
Effectiveness of psychosocial school interventions in Finnish schools for refugee and immigrant children, “Refugees Well School” in Finland (RWS-FI): a protocol for a cluster randomized controlled trial
Background: Schools are natural environments in which to enhance young people’s social and emotional skills, mental health, and contact between diverse groups, including students from refugee and immigrant backgrounds. A layered or tiered provision of services is recommended as it can be effective to meet the needs of war-affected adolescents who variably show mental health problems (such as posttraumatic stress…
2022
Hilden P.K. Verelst A. Derluyn I. Aalto S. Vänskä M. Lepistö R. Soye E. Watters C. Peltonen K. Punamäki R.-L. Kankaanpää R. Andersen A.
English Access & participation Resilience & adaptation Mental health & psychosocial well-being Intervention Experimental & quasi-experimental study Cognitive learning & development Finland Randomised control trial Socio-emotional learning & development Integration & assimilation Caregivers Teachers & educational staff
Evaluation of a school-based intervention to promote mental health of refugee youth in Sweden (The RefugeesWellSchool Trial): study protocol for a cluster randomized controlled trial
Background: Sweden is home to a large and growing population of refugee youths who may be at risk of mental health problems such as post-traumatic stress disorder (PTSD). Thus, there is a need for interventions that address mental health problems in these populations. Schools have been identified as an ideal setting for delivering such interventions as they offer a non-stigmatizing…
2021
Feldman I. Punamäki R.-L. Kankaanpää R. Andersen A. Hilden P.K. Verelst A. Derluyn I. Osman F. Durbeej N. McDiarmid S. Sarkadi A.
English Mental health & psychosocial well-being Assessment Intervention Sweden Experimental & quasi-experimental study Cognitive learning & development Randomised control trial Caregivers Teachers & educational staff Gender