Children and families are undergoing unprecedented stress as a result of the COVID-19 pandemic, in part, due to the disruption of daily life arising from mandated social distancing protocols. As such, the purpose of the present report is to raise awareness surrounding resilience-challenging and resilience-promoting factors for refugee children and families during the COVID-19 crisis. Issues surrounding family life, parenting, and potential for family conflict are described. Also, cultural and linguistic factors are discussed, which may limit access to information about the pandemic and, accordingly, uptake of public health recommendations. Throughout our analysis, a trauma-informed framework is utilized, whereby potential for pandemic-related disruption in triggering previous traumatic stress is considered. Furthermore, using a developmental resilience framework and building upon the inherent strengths of families and children, suggestions for developing evidence-based programming and policy are reviewed. Responses should be: (1) multilevel, (2) trauma informed, (3) family focused, (4) culturally and linguistically sensitive, and (5) access oriented. The present analysis can serve as a timely guide for informing program design and policy in the context of public health, social services, mental health, health care, resettlement services, and other refugee-serving organizations.

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This study explores how peace education in Rwandan secondary schools has faced challenges linked with the content of the programme, its implementers, and the environment in which it has to evolve. The research focuses on how students take different sources of information and how they respond to messages contradictory to the curriculum peace content taught at school. The research shows how messages contradictory to the curriculum peace content were moulded in families and/or amongst peers outside the school. The students and teachers demonstrated three possible responses: they accepted the contradictory messages, rejected them, or, in a large number of the cases, articulated an inability to make a clear-cut decision between the curriculum content and the other content contradictory to it. This difficulty to handle these contradictory messages may constitute a risk to the achievement of the expected outcomes of the programme.

The present study examined correlates of well‐being amongst a cross‐sectional, national sample of Canadians, focusing on respondents’ parenthood and immigration status. Indirect associations via time pressure and religious practices were examined, in addition to the moderating role of religious practices on the relationship between time pressure and well‐being. Participants were from the 2015 Canadian General Social Survey between 25 and 65 years of age (N = 11,254). A structural regression model revealed that immigrants (vs. non‐immigrants) and parents (vs. non‐parents) had higher levels of time pressure, which strongly and inversely related to well‐being. No interaction between immigrant status and parenthood was observed in the prediction of time pressure. Immigrants had higher levels of religious practices, while parents had lower levels, though a significant interaction suggested that the highest levels of religious practices were for immigrants who were also parents. There was a small but significant positive relationship between religious practices and well‐being. Indirect effects suggested that the association between parenthood/immigrant status and well‐being may partially operate via these parallel pathways (i.e., time pressure and religious practices). There was no evidence that religious practices moderated the relationship between time pressure and well‐being. Implications for policy and future research are discussed.