On the road to inclusion: Evaluation of a refugee driver education program in regional Victoria, Australia

Abstract

Addressing social exclusion through driver educationSocial inclusion for refugees following resettlement can be hampered by language barriers, health concerns, alterations in family life, lack of relevant life skills, cultural differences, barriers to education and employment, discrimination, and housing availability (Ager & Strang, 2008). Although housing may be more affordable in outer-urban and rural areas, public transport options are few and there can be considerable distances to travel to access services, education and employment

Reducing loneliness among migrant and ethnic minority people: a participatory evidence synthesis

“…Several initiatives focused on equipping migrant or ethnic minority individuals with the sociocultural skills, as well as contextual information and navigational skills, perceived to be necessary to function well in a new/challenging role or social setting. 146,147 However, others focused on equipping recipients with a narrower set of skills, such as learning to drive 148 or improving balance, 149 or took an approach focused on health and well-being. [150][151][152] Some of these initiatives shared some similarities with SSGs in that they adopted an approach of bringing together people who had similar experiences or ethnocultural background, such as a project convening 'Senior Meetings' in Sweden.…”

“…146,147 As a result, the logic of these initiatives mirrors the 'equipping for context' function found in befriending (function 2) and in SSGs (function 3). In a few cases, these interventions focused on equipping recipients with a narrower set of skills, such as learning to drive 148 or improving balance, 217 or took an approach focused more on health and well-being. 150,151 Nevertheless, in relation to our focus of interest, the logic of these initiatives can be depicted using the same causal chains.…”

Community-based interventions for building social inclusion of refugees and asylum seekers in Australia: A systematic review

“…It is clear from the papers reviewed that English language and communication skills are a key requirement for building social inclusion, and at the same time, a potential stumbling block in community-based programs. For example, in Riggs, Block, Mhlanga, Rush, and Burley (2014) the driving mentors identified that program participants needed training in communication skills in order to re-schedule their appointments and that communicating in English was a particular challenge for understanding driving instructions.…”

“…Two of the studies interviewed program mentors to ascertain their views on the impact of the program. Cultural awareness and peer support training were highly valued by participants in the studies by Liamputtong et al (2016) and Riggs et al (2014). If volunteers are required, or indeed critical to the delivery of community-based programs, then it is necessary to consider their recruitment, training and support when designing interventions.…”

“…Naidoo's (2009) study involving volunteer trainee teachers in the homework club demonstrated that the intervention provided an important opportunity for the trainee teachers to develop knowledge of the students' experiences of resettlement and the academic and family challenges faced by this cohort, thereby enhancing their professional skills. Riggs et al (2014) also noted that mentor drivers valued the opportunity to meet and get to know new people.…”