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Differences in Well-Being at School Between Young Students With and Without a Refugee Background
Hanneke Leeuwestein1, Elisa Kupers2, Marieke Boelhouwer3
1Department of Developmental Psychology, University of Groningen, Groningen, Netherlands. h.leeuwestein@rug.nl.
Child Psychiatry and Human Development
|April 5, 2024
Summary
Young refugee students exhibit lower psychological well-being and more difficulties than their peers. However, many demonstrate resilience, highlighting the need to foster protective factors in schools.
Area of Science:
- Educational Psychology
- Child and Adolescent Psychiatry
- Developmental Psychology
Background:
- Students with refugee backgrounds are vulnerable due to adverse experiences impacting mental health.
- Limited research exists on the psychological well-being of young refugee children in early education settings.
Purpose of the Study:
- To examine the psychological well-being of young refugee students (4-8 years) in the Netherlands.
- To compare their well-being with non-refugee peers.
Main Methods:
- Teacher-completed questionnaires: Strengths and Difficulties Questionnaire (SDQ), Social-Emotional Questionnaire (SEV), and Risk and Protective factors Trauma Observation School Situations (RaPTOSS).
- Comparison between 136 refugee students and 406 non-refugee students.
Main Results:
- Refugee students showed lower overall psychological well-being, with more difficulties in socio-emotional functioning, behavior, and trauma symptoms.
- Medium effects indicated fewer trauma protective factors and less prosocial behavior in refugee students.
- Half of refugee students did not present clinical scores for assessed psychological and behavioral problems.
Conclusions:
- Findings highlight the need to promote protective factors like self-regulation, safety, and prosocial behavior for refugee students.
- Interventions should focus on enhancing classroom environments to support refugee children's well-being.
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