Jervelund S.S.

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Dilemmas of ‘doing good’: How teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark
There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and…
2023
Børsch A.S. Skovdal M. Jervelund S.S. Verelst A. Derluyn I.
Interview Caregivers Teachers & educational staff English Ethnography Experimental & quasi-experimental study Denmark
Mental Health of Refugee and Non-refugee Migrant Young People in European Secondary Education: The Role of Family Separation, Daily Material Stress and Perceived Discrimination in Resettlement
While scholarly literature indicates that both refugee and non-refugee migrant young people display increased levels of psychosocial vulnerability, studies comparing the mental health of the two groups remain scarce. This study aims to further the existing evidence by examining refugee and non-refugee migrants’ mental health, in relation to their migration history and resettlement conditions. The mental health of 883 refugee…
2022
De Haene L. Skovdal M. Devlieger I. Jervelund S.S. Andersen A.J. Durbeej N. Opaas M. Sarkadi A. Colpin H. Kankaanpää R. Hilden P.K. Verelst A. Derluyn I. Osman F. Primdahl N.L. Aalto S. Soye E. Watters C. Peltonen K. Spaas C.
Caregivers Gender English Mental health & psychosocial well-being Racism & discrimination Secondary education
‘It’s difficult to help when I am not sitting next to them’: How COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark
Teachers play a critical role in providing social and emotional support for newly arrived migrant and refugee learners. Such care ordinarily takes place in the classroom, raising questions about the impact of the 2020 COVID-19 school closures on their care work. In this article we analyze qualitative data from phone interviews with eight teachers in Danish preparatory classes, paying particular…
2021
Børsch A.S. Skovdal M. Jervelund S.S. Verelst A. Derluyn I. Primdahl N.L.
Interview Teachers & educational staff English Access & participation Denmark Socio-emotional learning & development COVID-19
How a School Setting Can Generate Social Capital for Young Refugees: Qualitative Insights from a Folk High School in Denmark
Many of the refugees who have recently arrived in Denmark and other European countries are young people. In order to support refugee youth, it is important to understand how institutions and initiatives in the receiving countries may best facilitate their social inclusion. Drawing on the concept of social capital, this article explores school practices supporting refugees through a qualitative case…
2021
Børsch A.S. Skovdal M. Jervelund S.S.
Interview Integration & assimilation Teachers & educational staff Inclusion English Formal education Tertiary education Secondary education Case study Observation Denmark Focus group
Diminishing social inequality between refugee children and their peers growing up in Denmark
Not being in employment, education or training (NEET) as a youth consistently predicts adverse educational, labour market and health outcomes. School-aged refugee children are known to be particularly vulnerable within each of these domains. Yet little is known about how these outcomes have evolved over time. This study explores trends in the risk of youth NEET status during the early…
2020
de Montgomery C.J. Petersen J.H. Jervelund S.S.
Integration & assimilation Caregivers Gender English Equity & equality Denmark Correlational analysis