School and community-based interventions for refugee and asylum seeking children
The findings suggest that school-based interventions could be helpful for children to overcome mental health struggles associated with forced migration. However, due to the significant heterogeneity between the included studies, a meta-analysis could not be conducted.
As many newcomer children face mental health concerns upon resettlement, school and community-based staff often aim to identify at-risk children and provide necessary services. The authors aim to systematically review mental health interventions that have been evaluated in both school and community-based settings for refugee and asylum seeking children. Twenty-one studies were included in the review, totaling data from 1,800 child participants. Most the studies were conducted in a school setting (n=11), in comparison to community-based (n=3) or refugee camp settings (n=7). Studied primary outcomes include impacts on depression, anxiety, PTSD, functional impairment, and traumatic grief. The findings suggest that school-based interventions could be helpful for children with mental health concerns associated with forced migrations. However, due to the significant heterogeneity between the studied interventions and target populations, a meta-analysis could not be conducted. The authors caution that the conclusions of this review cannot be generalized to all interventions.
Both sexes (for groups of both male and female persons), Child health, Children, Conflict, Displaced population, Extreme violence/Accidents, Health, Mental health, Non-communicable diseases (all), Population displacement, Protection