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School performance and emotional problems in refugee children

C Rousseau1, A Drapeau, E Corin

  • 1Psychosocial Research Unit, Douglas Hospital Research Centre, Verdun, Quebec, Canada.

The American Journal of Orthopsychiatry
|April 1, 1996
PubMed
Summary

School performance and emotional issues are linked in refugee children. Central American children received more academic support despite similar records to Southeast Asian peers.

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Cross-cultural Psychiatry

Background:

  • Refugee children often face unique challenges impacting their education and emotional well-being.
  • Understanding the interplay between academic performance and emotional health is crucial for this population.
  • Previous research highlights disparities in support services for different refugee groups.

Purpose of the Study:

  • To examine the association between school performance and emotional problems in refugee children.
  • To compare these associations and subsequent interventions between children from Southeast Asia and Central America.

Main Methods:

  • A general population sample of refugee children from Southeast Asia and Central America was surveyed.
  • Data on school performance (learning difficulties, academic achievement) and emotional problems were collected.

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  • Prescribed remedial measures were analyzed across the two groups.

    • Main Results:

    • Both learning difficulties and academic achievement levels were significantly associated with emotional problems in refugee children.
    • Central American refugee children were more frequently prescribed remedial measures compared to Southeast Asian children.
    • This difference in intervention persisted even when academic records were comparable between the groups.

    Conclusions:

    • Emotional problems in refugee children are demonstrably linked to their academic performance.
    • Disparities exist in the educational support provided to different refugee groups, warranting further investigation.
    • Culturally sensitive and equitable intervention strategies are essential for refugee children's educational and emotional development.