Successful Educational Practices for Teaching Refugee Children with Mental Health Challenges: A Scoping Review
Gelan Hesham Abdo Ahmed （ University of Wisconsin, Whitewater, USA ）
https://doi.org/10.37155/2972-3086-0402-2Abstract
Refugee children experience a wide range of life-threatening events during three life stages: pre-migration, in-transit, and post-migration. Generally, life-threatening events can trigger an array of mental health disorders, including conduct disorder, emotional distress, depression, emotional and behavioral disorder, anxiety, and post-traumatic stress disorder. Consequently, these mental health disorders can bring about adverse academic outcomes for refugee children in host country schools, such as truancy, low school grades and grade point averages (GPAs), and school dropouts. To better improve the academic outcomes of refugee children with mental health disorders, teachers in host country schools need to implement successful educational practices. Thus, the aim of this scoping review paper was to identify and map successful educational practices that improved the academic outcomes of refugee children experiencing mental health disorders as a result of forced migration. An electronic literature search was conducted using nine databases: PubMed, Scopus, ERIC, Web of Science, EBSCO, Medline, Google Scholar, APA PsycArticles, and APA PsycINFO. A total of 14 articles met the inclusion criteria and were analyzed. In fact, these articles implemented a wide range of successful educational practices, including interventions, curricula, workshops, programs, and teaching strategies, designed to ameliorate the academic outcomes of refugee children in host country schools.
Keywords
Refugee children; Mental health disorders; Scoping review; Academic outcomes; Educational practices; Interventions; Teaching strategies; Programs; Workshops; CurriculaFull Text
PDFReferences
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Fazel, M., Wheeler, J., & Danesh, J. (2005). Prevalence of serious mental disorder in 7000 refugees resettled in western countries: A systematic review. The Lancet, 365, 1309-1314. https://doi.org/10.1016/s0140-6736(05)61027-6
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Larson, S., Chapman, S., Spetz, J., & Brindis, C. D. (2017). Chronic childhood trauma, mental health, academic achievement, and school-based health center mental health services. Journal of School Health, 87(9), 675-686. https://doi.org/10.1111/josh.12541
Lawton, A., & Spencer, R. (2021). Cognitive behavioral therapy for child refugees: A systematic review. Journal of Immigrant and Minority Health, 24, 118-128. https://doi.org/10.1007/s10903-021-01151-5
Li, X., & Que, H. (2020). Support for refugee students in a Newfoundland high school. Education in the North, 27(1), 5-20. https://doi.org/10.26203/wfjh-v278
Lussenhop, M., & Kaiser, G. (2019). Refugees and numeracy: What can we learn from international large-scale assessments, especially from TIMSS? ZDM, 52, 541-555. https://doi.org/10.1007/s11858-019-01111-2
McBrien, J. L. (2006). Serving the needs of at-risk refugee youth: A program evaluation. Journal of School Public Relations, 27(3), 326-341. https://doi.org/10.3138/jspr.27.3.326
McEwen, F. S., Biazoli, C. E., Popham, C. M., Moghames, P., Saab, D., Fayyad, J., Karam, E., Bosqui, T., & Pluess, M. (2023). Prevalence and predictors of mental health problems in refugee children living in informal settlements in Lebanon. Nature Mental Health, 1(2), 135-144. https://doi.org/10.1038/s44220-023-00017-z
Meloche, A., Provinzano, K., Sondergeld, T., & Moy, M. (2020). Examining academic, non-academic, and college readiness outcomes of urban immigrant and refugee youth (IRY) in full-service community schools. Children and Youth Services Review, 119, 1-11. https://doi.org/10.1016/j.childyouth.2020.105489
Moeck, E. K., Takarangi, M. K. T., & Wadham, B. (2022). Assessing student veterans’ academic outcomes and wellbeing: A scoping review. Journal of Veterans Studies, 8(3), 104-119. https://doi.org/10.21061/jvs.v8i3.327
National Education Association. (2025). Whole student education. https://www.nea.org/professional-excellence/student-engagement/whole-student-education
Place, V., Nabb, B., Gubi, E., Assel, K., Ahlen, J., Hagstrom, A., Baarnhielm, S., Dalman, C., & Hollander, A. C. (2021). Perceived barriers to care for migrant children and young people with mental health problems and/or neurodevelopmental differences in high-income countries: A meta-ethnography. BMJ Open, 11(9), 1-18. https://doi.org/10.1136/bmjopen-2020-045923
Regnault, A., Willgoss, T., & Barbic, S. (2018). Towards the use of mixed methods inquiry as best practice in health outcomes research. Journal of Patient-Reported Outcomes, 2(1), 1-4. https://doi.org/10.1186/s41687-018-0043-8
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Publishing time:2025-08-13
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