A school-based mental health intervention for refugee children: an exploratory study

Area of Science:

• Child and Adolescent Psychology
• Educational Psychology
• Public Health

Background:

• Refugee children often face significant psychological challenges impacting their adjustment.
• School environments present a unique opportunity for delivering mental health interventions to vulnerable populations.
• Existing mental health services may not adequately address the specific needs of refugee children.

Purpose of the Study:

• To explore the feasibility and initial impact of a school-based mental health service for refugee children.
• To assess the psychological functioning of refugee children compared to ethnic minority and indigenous children.
• To identify specific areas of improvement following the mental health intervention.

Main Methods:

• An exploratory, consultative framework was implemented in three schools.
• Teacher-completed questionnaires assessed psychological functioning before and after the intervention.
• Data were collected on 47 refugee children and two control groups (ethnic minority and indigenous white children).
• Subgroup analyses compared direct service recipients with those receiving only consultation.

Main Results:

• Refugee children exhibited poorer baseline adjustment, particularly in emotional and peer problem domains.
• Significant improvements were observed in hyperactivity for the overall refugee group.
• Refugee children receiving direct service showed the greatest improvement in peer problems.

Conclusions:

• School-based mental health services involving collaboration with teachers and parents can benefit vulnerable children.
• This exploratory study indicates potential efficacy, but further research is needed to confirm the intervention's impact.
• The findings highlight the importance of tailored mental health support within educational settings for refugee children.