When worlds collide: Academic adjustment of Somali Bantu students with limited formal education in a U.S. elementary school

Pedagogical love in Finland and Australia: a study of refugee children and their teachers

“…Many refugee children come to their new schools after experiencing the death of ordinary living during times of war and disaster, and consequently, leaving many of their loved ones behind (Kohli 2011). Added stressors that can make their starting school journeys challenging include, for example, their possible past experiences of trauma, (Graham, Minhas, and Paxton 2016), gaps in prior education and limited literacy in their mother tongue (Birman and Tran 2017). Not surprisingly, many refugee students feel overwhelmed, stressed, lonely and excluded in their new schools (Baak 2019).…”

“…One could argue that these dimensions are necessary for all children to enjoy academic and social achievement. However, these dimensions are particularly crucial for refugee children since their pre-settlement education has often been disrupted and of low quality (Birman and Tran 2017;Dryden-Peterson 2019). Teacher-centred pedagogy (especially in low-and middleincome countries or origin or transit) with little attention to student needs or diversity is common, as is discrimination in school settings.…”

Academic Achievement and Psychosocial Adjustment in Child Refugees: A Systematic Review

“…In total, 11,997 school-aged child refugees aged 5-12 years were included. The studies were conducted in Australia (Bryant et al, 2018;Dodds et al, 2010;Driver & Beltran, 1998;El Habir et al, 1994;Hanes et al, 2019;Lau et al, 2018;Mares & Jureidini, 2004;Ziaian et al, 2013Ziaian et al, , 2018, Canada (Rousseau et al, 1996(Rousseau et al, , 1998Usman, 2012), Costa Rica (McCallin, 1988), Denmark (Montgomery & Foldspang, 2006;Nielsen et al, 2007), Eritrea (Wolff et al, 1995), Ethiopia (Metzler et al, 2019), Finland (Sourander, 1998), Germany (Buchmüller et al, 2020), Greece (Bilanakis et al, 1999;Papageorgiou et al, 2000), Italy (Pellizzoni et al, 2020), Lebanon (Sim et al, 2018), the Netherlands (Goosen et al, 2014;Wiegersma et al, 2011), South Korea (Nho et al, 2019), Sweden (Goldin et al, 2008), Saudi Arabia (Al-Eissa, 1995), Thailand (Annan et al, 2017;Son, 1995), Turkey (Çeri & Nasiroglu 2018;Eruyar et al, 2018;Nasiroglu et al, 2018), Uganda (Paardekooper et al, 1999), the United Kingdom (O'Shea et al, 2000), and the United States (Ballard et al, 2018;Birman & Tran, 2017;Chiu et al, 1989;…”

“…The other two-thirds of the studies used other tools to measure the outcomes, including the Behavioral Screening Questionnaire (BSQ), Child Behavior Checklist (CBC), Children's Depression Inventory (CDI), and the Children's Revised Impact of Events Scale (CRIES-8; see Supplementary Table S2). Only 10 studies examined the academic performance of the children (Birman & Tran, 2017;Dodds et al, 2010;Lau et al, 2018;Mueller et al, 1996;Metzler et al, 2019;Nykiel-Herbert, 2010;Pellizzoni et al, 2020;Rousseau et al, 1996;Ruangthai, 1984;Thai, 1982), and 40 studies focused on psychosocial, emotional, and behavioral difficulties (Al-Eissa, 1995;Annan et al, 2017;Ballard et al, 2018;Bilanakis et al, 1999;Birman & Tran 2017;Bryant et al 2018;Buchmüller, 2020;Ceri & Nasiroglu et al, 2018;Chiu et al, 1989;Dodds et al, 2010;Driver & Beltran 1998, El Habir et al, 1994Eruyar et al, 2018;Goldin et al, 2008;Goosen et al 2014;Hanes et al 2019;Lau et al 2018;Locke et al, 1996;Mares & Jureidini, 2004;McCallin, 1988;McCloskey et al, 1995;Metzler et al 2019;Montgomery & Foldspang, 2006;Mueller et al, 1996;Nielsen et al, 2007;…”

“…Ten studies reported on academic performance of child refugees ( Supplementary Table S3). Overall, child refugees from different ethnic backgrounds in different settings were shown to be diverse with regard to educational performance (Birman & Tran, 2017;Dodds et al, 2010;Lau et al, 2018;Metzler et al, 2019;Mueller et al, 1996;Nykiel-Herbert, 2010;Pellizzoni et al, 2020;Rousseau et al, 1996;Ruangthai, 1984;Thai, 1982). Two studies reported lower scores in math and reading among child refugees (Rousseau et al 1998;Ruangthai 1984); one of these studies assessed child refugees using a comprehensive test of basic skills (Thai, 1982), whereas the other study compared child refugees to children from low-income families in the United States (Mueller et al, 1996).…”