Review
Supporting and measuring current and future educators’ preparedness to facilitate wellbeing of displaced children in schools
IntroductionImmigrant and refugee children face multiple challenges in accessing education. To help facilitate the educational success and wellbeing of these children, teachers need to have self-efficacy in creating a supportive learning environment for them. MethodsBased on a set of highly interconnected competences identified through a literature review and empirical research, the study developed a measurement instrument to assess teachers' generalized…
2023
Refugee integration in Europe since the ‘crisis’
In this working paper we map the literature on refugee integration in Europe as part of our work for the GLIMER project which seeks to understand how localities are responding to the so-called 'refugee crisis'. We present an account of trends in the literature by focusing on some of the outcomes and conclusions of notable recent studies in an attempt…
2019
Pedagogies implemented with young people with refugee backgrounds in physical education and sport: a critical review of the literature
The field of physical education (PE), sport, and forced migration studies has grown considerably in recent years. Although we have seen an increase in publications in the field, no reviews of pedagogies regarding people with refugee backgrounds in PE and sport have been published to date. The purpose of this review is to critically examine pedagogies implemented with young people…
2023
“Coming to Norway as a refugee can be misinterpreted as a bad thing” Exploring the Individual Educational Experiences of African Youth in Norway
There is a lot of research written about unaccompanied minors in Norway, but this thesis is concerned with the individual education experiences of African unaccompanied minors. The purpose of this thesis is to explore the experiences of African unaccompanied minors regarding access to education opportunities in Norway. Based on a review of literature on unaccompanied minors, by using four theories:…
2022
Challenges in the Medical and Psychosocial Care of the Paediatric Refugee—A Systematic Review
Background: After the invasion of Ukraine, neighbouring countries were forced to find systemic solutions to provide medical care to those fleeing the war, including children, as soon as possible. In order to do this, it is necessary to know the communication problems with refugee minors and find proposals for their solutions. Methods: A systematic review of the literature from 2016…
2022
What works to facilitate displaced and refugee-background students’ access and participation in European higher education: results from a multilingual systematic review
This article reports the results of a systematic review on displaced and refugee-background students’ transitioning and (re-)integration into European higher education (HE). A total of 7082 studies have been assessed for eligibility in six languages. Forty-four empirical studies conducted in 14 countries of the European Higher Education Area (EHEA) between 2014 and 2021 met the inclusion criteria. Evidence from these…
2022
Mobile Learning Applications for Refugees: A Systematic Literature Review
The proliferation of mobile devices in everyday life since the end of the 20th century has led to mobile applications for educational purposes and the creation of the research field of mobile learning. Despite the extended research interest on the effectiveness of this field, there is limited research on mobile learning for various social groups, such as refugees, students with…
2022
The social and economic rationale of inclusive education: An overview of the outcomes in education for diverse groups of students
Since UNESCO’s Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on the academic and personal outcomes of diverse students – and in particular of students with special education needs – limited information is available on the economic sustainability…
2022
Access for Syrian refugees into higher education in Germany: a systematic literature review
In the early years of the twenty-first century, the European Union faced an influx of refugees from war-torn areas of the world. By the end of 2015, nearly a million new refugees had arrived in Germany alone, half of them from Syria. Understanding how the Syrian refugee population has interacted with the German system of higher education is crucial for…
2022
Educating in the context of ‘Dispersal’: rural schools and refugee-background students
Policies of dispersal are increasingly favoured internationally for the resettlement of refugees and asylum seekers. With forty percent of the world’s forcibly displaced people being school-aged children, the dispersal of refugee-background people into regional areas means that rural schools are central sites of community response to refugees. Little is known in published research about how rural schools engage in refugee…
2022
Inclusion teacher qualifications as a basis for refugee education: A framework review according to views of turkish teachers
The present study aimed to discuss the teacher qualifications necessary to create inclusive education environments towards Syrian students who are under the status of temporary protection and educated in Turkey on the basis of the experiences and views of teachers. In the study, the phenomenological design was preferred as it was attempted to address the concept of inclusiveness specific to…
2022
Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors
Record numbers of unaccompanied refugee minors continue to arrive in high-income countries seeking asylum and protection. Despite receiving educational support, unaccompanied refugee minors continue to be vulnerable to negative educational experiences and outcomes. The review investigates what resilience factors enable unaccompanied refugee minors in high-income countries to have positive educational experiences and outcomes. It aims to inform the literature on…
2022
School-based support for Syrian refugee pupils in Northern Ireland
Over the past 5 years Northern Ireland has welcomed approximately 1,900 Syrian refugees, including almost 700 school-aged children and young people, through the Vulnerable Persons Relocation Scheme (VPRS). Many of these have experienced war and persecution, and a range of additional adversities during and post-migration. Alongside language proficiency, ‘trauma’ has been the most common challenge reported by school staff to…
2021
The integration of asylum seekers and refugees in the field of education and the labour market: Comparative thematic report
This report is based on a meta-analysis of nine national reports on integration from countries along the so-called Eastern Mediterranean Route. It includes two countries beyond the EU, Turkey and Iraq, which have played an important role as source and transit countries of refugees, the transit countries of Greece, Italy and Poland, and the destination countries of Austria, Germany, Sweden,…
2021
The promise of refugee lifelong education: A critical review of the field
The increasing number of refugees, coupled with the protracted nature of refugee situations around the globe, underline the critical importance of refugee education. Since 2010, education has been one of the global strategic priorities of the United Nations Refugee Agency (UNHCR), but much of the focus and resourcing has been on primary education and, to a lesser extent, secondary education.…
2021
Beyond the vulnerability paradigm: fostering inter-professional and multi-agency cooperation in refugee education in Italy
Children and families from a refugee background seem to escape the technical view usually adopted by educational and health practitioners, which is based on a mixture of diagnostic tests and special needs policies. This approach struggles to cope with the multiple needs–in terms of health, culture, language, and learning–involved in taking care of refugee children. Even though services multiply their…
2021
Syrian Refugees in Turkey: (Un)Equal Opportunities in Education
The number of Syrian refugees seeking shelter in Turkey continues to rise as Syria enters its tenth year of violence. The ongoing crisis has resulted in more than 3.5 million registered Syrian refugees (UNHCR 2019). Although multiple social, economic, and security related debates have been studied by researchers in this field, the scope of this chapter focuses on the education…
2021
The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany
Context: Vocational education and training (VET) plays a crucial role in the social inclusion of refugees. The aim of this paper is to examine how the VET systems of Austria, Denmark and Germany responded to the arrival of young refugees since 2015. VET in these countries is categorised as system of collective skill formation, which offers apprenticeships in addition to…
2021
A Scoping Review and Assessing the Evidence for Nutrition Education Delivery Strategies for Refugees in High-Income Countries
Upon resettlement, refugees face many challenges, including limited knowledge of available food and food insecurity, that increase their risks of diet-related diseases. Nutrition education may help them better navigate the challenges of their new food environments and help them live healthier lives. This review assesses the evidence on nutrition education delivery strategies and outcomes among refugees in the United States…
2021
Integration into the Labour Market and Skills Training of Migrants in Cyprus
Employment for displaced migrants is a core part of the integration process because it provides not only an income, but also a social network, as well as status, confidence, independence and health (UNHCR, 2018). Integration through employment can also contribute to the host country by boosting the working-age population and contributing to human capital, taxes and social income (OECD &…
2020
Integration Policies, Practices & Experiences: Turkey Country Report
This Integration in Turkey Country Report focuses on integration policies, practices and responses to refugee immigration between 2011 and 2019. The report is composed of two main parts. First, the report defines integration according to EU guidelines and specifically as “differential inclusion” (Cases-Cortes et al 2015, p. 79-80). It provides an overview of Turkey’s integration policy discourses, in particular the…
2020
An emancipatory study exploring the educational experiences of unaccompanied children and young people
This research was set within the context of the refugee crisis and children and young people’s (CYP) rights. This study aimed to explore the educational experiences of unaccompanied children and young people (UCYP), a particularly high-risk group who are separated from their parents due to reasons such as war, persecution or violence, and whom do not have the protection of…
2020
Integration and adaptation policy towards migrants in Germany: Lessons from unexpected experiences
This chapter reviews the integration experiences and policies in Germany before and after the so-called “refugee crisis’. Chancellor Angela Merkel’s famous words ‘wir schaffen das’ (we manage this) have mobilized both policy actions and a massive grassroots engagement. In this context, we discuss the scope, efficiency and impact of German integration and adaptation policies. We review critically how Germany has…
2020
Being inside out: the slippery slope between inclusion and exclusion in a Swiss educational project for unaccompanied refugee youth
This article discusses how important social markers surrounding the figure of the unaccompanied minor, such as ‘integration’ and ‘deservingness’ are negotiated and made sense of by unaccompanied refugee youth and their teachers in a Swiss integration class. Starting from the premise of the classroom as both, a project of future-making and control, I investigate the ambiguous potential of education in…
2020
Croatian Experience with the Refugee Crisis on the Balkan Route and Possible Implications for Social Work Practice and Education
The purpose of this review article is to describe some aspects of the migration crises experience that Croatia as a Member State on the European Union external border went through as a transit country on the Balkan route 2015–2016. In that period of time, migrant movement was the most intensive, when Croatia received more than 600,000 refugees and migrants who…
2019
Visibility, resilience, vulnerability in young migrants
Young unaccompanied asylum seekers have been portrayed as vulnerable, resilient or both. Those granted residency in Europe are offered support by health and social care systems, but once they leave the care system to make independent lives, what part can these services play? Our review of research with migrants who have been in care in Sweden and the United Kingdom…
2019
Access for Refugees Into Higher Education: A Review of Interventions in North America and Europe
This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online…
2019
School-based programs for Supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: A scoping review
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…
2019
Health, Education and Employment Outcomes in Young Refugees in the Nordic Countries: A Systematic Review
Objectives: Since 2000, approximately 500,000 refugees have settled in the Nordic countries, about a third of them being children and young people. To identify general trends, and to detect gaps in the existing knowledge about the socioeconomic and health status of these young refugees, this review discusses the literature regarding three key areas related to welfare policy: health, education and…
2018
Mobile learning and self-worth: The case of Syrian refugees from a Kantian perspective
As the war in Syria is about to enter its seventh year, Syrians continue to head towards Europe to seek safety and protection. This challenges European countries to provide urgent relief and services including education for a high number of Syrian refugees every year. However, the journey of Syrian refugees does not end with their arrival to safety. The refugee…
2018
MOOCs and free digital learning for the inclusion of migrants and refugees: A european policy study
MOOCs and free digital learning (FDL) are among the tools used to respond to the education needs of migrants and refugees in Europe. However, there is little guidance on how to design institutional initiatives and supporting policies in this area. This paper presents the main findings of a study exploring the potential of MOOCs and other FDL offers for the…
2017
Policy environment – England
This chapter describes the current policy environment as it impacts on the education of newly arrived refugee children in England. It begins by reflecting that there is in fact little in the way of a coherent policy for this group, and then describes some of the key pieces of legislation which affect them, along with the funding arrangements for education.…
2020
Academic Achievement and Psychosocial Adjustment in Child Refugees: A Systematic Review
Child refugees are at high risk for problems with academic achievement and psychosocial well-being. We aimed to review the literature concerning these outcomes in primary school–aged child refugees. This study was a systematic review and included studies that reported on outcomes of interest in child refugees between 5 and 12 years of age. Our search generated 3,172 articles; we selected…
2020
Engaging Parents, Preparing Teachers and Understanding the Role of Mental Health in Learning – National Roundtable of England 2019
England did not participate in the 1st NRT round (2017-18: Setting the scene workshop). For this reason, the ‘Setting the scene’ stage was incorporated in the preparation activities of the 2018-19 workshop. Specific topics were identified as priority policy areas both through a review of the findings from recent research carried out in these areas and through consultation with a…
2019
Implementing the ways through which refugees can be supported in their higher education in the host countries considering psychological and psychosocial elements and intercessions for their mental health
Refugee is a person who has to flee his or her country due to the dangers threatening his or her life. The percentage of refugees, who have been forced to abandon their country in search of a better life, is being increased. As a result of hardships they have been coping with during their immigration, they might suffer from psychological…
2019
Educational and mental health intervention methods for refugee children integrating in the Nordic mainstream education: A systematic literature review
BACKGROUND Good mental health makes integration and participation easier. Many refugees have a great deal of resilience and it is important to maintain it and where possible to strengthen it. How much psychological complaints and disorders occur is partly dependent on having (prospect of) work, education or other forms of participation in society, experiencing social support, and having a social…
2019
Critical inquiry into the education for refugee and migrant pupils: The construction of primary teachers’ practices in one city in Scotland
Schools and teachers play key roles in promoting positive re-settlement outcomes for refugees and migrants. As such, this requires schools and teachers to identify and respond to their diverse linguistic, cultural and emotional needs (Pastoor, 2015; Block et al., 2015; Hek, 2005). As a result, teacher roles can stem beyond their traditional expectations when presented with refugee and migrant pupils…
2019
Teachers of Refugees: A Review of the Literature
The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children…
2018
Education for a Bright Future in Greece
After a decade of severe fiscal crisis also impacting education, Greece is looking ahead. Now is the time to invest effectively in education and define a forward-looking path for Greece. Building on the current reform agenda, this report offers an analysis of the context and underlying policy issues that once addressed, can contribute to raising the quality and equity of…
2018
Competing motivations in Germany’s higher education response to the “refugee crisis”
In 2015-16 Germany was confronted with over 1 million new refugees, which challenged public and private institutions alike and increasingly divided public sentiments. This article investigates the cultural, political, and economic dynamics as they were in Germany in 2015-16 and in particular how its higher education sector responded. The discussion covers a comprehensive review of media debates, public and private…
2018
Fostering foreign language acquisition in young refugees using mobile devices: The yourni project experience
Integration of technology into foreign language learning could extend the opportunities for language contact and better retention in the context of newly arrived refugees in the European countries. Research has shown that technology increases the motivation in foreign language learning and also fosters learner autonomy by allowing the learners to personalise the learning and enables them to self-regulate. The use…
2018
What is the Impact of Placement Type on Educational and Health Outcomes of Unaccompanied Refugee Minors? A Systematic Review of the Evidence
Record numbers of unaccompanied refugee minors have been arriving in high-income countries since 2015. Child welfare agencies and non-governmental organisations tasked with providing services have struggled to cope with demands on their services as a result. Despite this, there is little research on how best to meet their needs and in particular what services can mitigate the psychological difficulties they…
2018
What are the educational needs and experiences of asylum-seeking and refugee children, including those who are unaccompanied, with a particular focus on inclusion? – A literature review
In a context of mass displacement and flows of asylum-seeking and refugee peoples across national borders, the need to respond and attend to the education of asylum-seeking and refugee children is urgent and pressing, though it is not without its challenges. This literature review focuses on the educational experiences of asylum seeking and refugee children, including those who are unaccompanied,…
2017
School-based interventions supporting refugees and asylum seeking children in mainstream schools: A systematic literature review
More than 14.000 children who are refugees or asylum seeking are attending compulsory schools in Austria. The refugee crisis is a current topic, which is influencing the everyday school-life in many Austrian schools. Not all schools are prepared for this challenge. In order to point out possibilities for improving the refugee situation in Austrian schools, the aim of this study…
2017
“They’ve no control over their lives at the moment”: An investigation into critical pedagogical approaches to refugee and asylum seeker English language classes in Ireland
This study investigates critical pedagogical approaches within local contexts of refugee and asylum seeker English language classes within Ireland. Intrinsic to this study is cognisance of the landscape of the setting both in Ireland and worldwide. The United Nations High Commissioner for Refugees (UNHCR) says that the current time is unprecedented in terms of the scale of displaced peoples, asylum…
2016
Inclusive education for refugees and asylum seeking children: A systematic literature review
BACKGROUND In recent years, there has been an increase in the number of children with a refugee background in the Netherlands. All of these children who are under18 years of age mustgo to school, buttheyface many barriers towards inclusion. Appropriately educating this diverse group of children presentsschools with challenges.Supportive programsare needed to overcome these barriers and challenges.AIMThe aim of this…
2016
Walk the Talk: Review of Donors’ Humanitarian Policies on Education
This review was commissioned by the Norwegian Refugee Council (NRC) and Save the Children to better understand the landscape of donors’ humanitarian policies on education and the role such policies play in influencing education in emergencies practice. Assistance for this review was provided by the Norwegian Ministry of Foreign Affairs (NMFA).
2015
Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?
This article explores (1) the degree to which immigrants can be considered dominant groups in the area of validation of non-formal and informal learning and are subject to specific validation measures in 33 European countries; (2) whether country clusters can be identified within Europe with regard to the dominance of immigrants in the area of validation; and (3) whether validation…
2015