Migrant Children Research Articles

HIV and viremia prevalence in non-migrating members of migrant households in southern Uganda: A cross-sectional population-based study.

In Africa, migrants are more likely to be living with HIV and HIV viremic than non-migrants but less is known about HIV outcomes among non-migrants living in households with migrants. We compared HIV outcomes in non-migrating persons in households with and without migration. We analyzed cross-sectional data collected between August 2016-May 2018 from non-migrating participants aged 15-49 in the Rakai Community Cohort Study in Uganda. Migrant households were classified as those reporting ≥1 member moving into or out of the household since the prior survey. HIV serostatus was determined using a validated testing algorithm, and viremia defined as >1,000 copies/mL. Modified Poisson regression was used to estimate prevalence ratios (PR) between household migration and HIV outcomes. Analyses were stratified by gender, direction of migration (into/out of household), and relationship between non-migrants and migrants (e.g., spouse). There were 14,599 non-migrants (52% women) and 4,415 (30%) lived in a household with ≥1 migrant. Of these, 972 (22%) had migrant spouses, 1,102 (25%) migrant children, and 875 (20%) migrant siblings. Overall, HIV prevalence and viremia did not differ between non-migrants in households with and without migration. However, in stratified analyses, non-migrant women with migrant spouses were significantly more likely to be HIV seropositive compared to non-migrant women with non-migrant spouses (adjPR:1.44, 95%CI:1.21-1.71). Conversely, non-migrant mothers living with HIV who had migrant children were less likely to be viremic (adjPR:0.34, 95%CI:0.13-0.86). Non-migrating women with migrating spouses are more likely be living with HIV, and may benefit from additional HIV support services.

Intercultural education and mother tongues of immigrant children: The case of Slovenia

PURPOSE. Intercultural education has become an important topic and one of the priorities for schools and education systems worldwide. Teachers should acquire knowledge about inclusion and intercultural education during their university education, but despite evidence that principals, teachers and schools feel ill-equipped to teach and engage in intercultural education, it in many countries, including Slovenia, this is not the case. For this reason in this paper, we present an intercultural model of education that offers teachers concrete support in the inclusion of migrant children. APPROACH. In addition to the comprehensive model of intercultural education, the article also presents some changes in legislation based on an analysis of educational regulations on inclusion and the development of intercultural education in Slovenia in recent years, which have a direct impact on the inclusion of immigrant pupils and students. The article also points out that teaching of mother tongues and cultures lessons for immigrant children is a very important part of intercultural education. Mother tongue and culture lessons in schools can be an opportunity to develop intercultural dialogue, and intercultural competence of all students, teachers and parents. Figures in Slovenia show that the number of schools offering mother tongues and cultures for children with a migrant background is slowly growing, but there are fewer languages to choose from. FINDINGS. Teachers do not feel competent in the area of inclusion of migrant students, intercultural education and teaching in culturally and linguistically diverse classrooms. This article therefore presents an intercultural model of education that offers teachers concrete support and actively involves all stakeholders in the integration process: Teachers, students, parents, migrants and their organizations, and local communities. KEY MESSAGE. As classrooms are becoming more culturally and linguistically diverse as a result of migration, systemic solutions and a holistic approach are needed to integrate immigrant pupils into the education system. The article focuses on the case of Slovenia, but the proposed holistic model is also transferable to other national contexts.

The Impact and Guarantee of Policy Changes to Migrant Children on Educational Equity in Guangzhou

In 2018, Guangzhou announced that it would adjust the policy on the advancement of the high school entrance examination in other places in 2021 and relax the restrictions on the advancement of children who have migrated with their parents to Guangzhou. It is of great significance to the migrant children who are educated in Guangzhou and take the Guangzhou high school entrance examination. However, there is a lack of adequate investigation into the impact of this change on the migrant children as individuals. This study will conduct interviews with a certain number of samples based on the method of qualitative research, taking Guangzhou as the scale, to explore the subjective feelings of the migrant children about the policy changes, and analyze the impact of the policy relaxation on the academic performance of the migrant children based on their personal family background and school experience. The results show that the relaxation of the policy has a positive and encouraging effect on the academic performance which is not only beneficial to the migrant children, but also ensures a certain degree of educational equity, and also has certain reference significance for the adjustment of education policy.

Pathways to educational integration: affordances and constraints on migrant children's participation in Swedish preschool teaching activities

ABSTRACT This study explores the integration of newly arrived migrant children in Swedish preschools, focusing on their participation in teaching activities. The research is part of a larger project examining how these children, who experience a double transition into both a new cultural and educational environment, become integrated into early childhood education and care (ECEC). The study investigates how different teaching activities either facilitate or constrain migrant children’s democratic participation. The research was conducted in two rural preschools with predominantly Swedish-speaking children and practitioners. The findings reveal that migrant children are more engaged during musical and physical activities, which rely less on verbal communication, compared to linguistically based activities. Teacher-controlled events, which consistently link language with resources, help maintain migrant children’s attention, while dialogic teaching practices often result in their disengagement. The study highlights the importance of structured and inclusive teaching practices to support the educational integration of migrant children.

Vaccine-preventable diseases in migrants to Europe: a systematic review

Abstract Migrant populations in Europe are at increased risk of under-immunisation and therefore likely to be at high risk of vaccine-preventable diseases (VPD), yet the relationship between migration and VPD incidence is not fully understood. This study aimed to explore the prevalence of VPDs in migrant populations in Europe and to define at-risk groups. Following PRISMA guidelines, Embase, MEDLINE and Global Health were searched for peer-reviewed papers published from 1st January 2010. Inclusion criteria comprised primary research on VPD cases (measles, mumps, rubella, diphtheria, pertussis, tetanus) among migrants to/within EU/EEA and Switzerland. We defined migrants as foreign-born nationals. Forty-seven eligible studies from 15 EU/EEA countries and Switzerland were included, with a total of 1357 migrant VPD cases reported. Analysis revealed 1357 migrant cases across measles (28 publications; 926 cases), pertussis (9; 267 cases), mumps (9; 107 cases), diphtheria (11; 67 cases), rubella (2; 6 cases imported from Romania and Pakistan), tetanus (2; 2 cases). Over-representation of measles cases was observed among migrant children and adolescents, predominantly from the WHO Europe region (particularly Bulgaria, Bosnia and Herzegovina and Serbia). Migrants of East African origin were over-represented among diphtheria cases. This study underscores the association between migration and VPD cases in EU/EEA and Switzerland, establishing a clear association between European migrant children and adolescents in measles outbreaks, and adult migrants from East Africa in diphtheria cases. This study suggests strengthening systems for targeted catch-up vaccination for migrants is imperative upon arrival in European countries to align them with national schedules, alongside the need to improve data collection and surveillance systems to inform effective public health interventions. Key messages • Migrant populations in Europe face heightened risk of vaccine-preventable diseases and need to be better incorporated into catch-up vaccination initiatives on arrival. • Improved data collection and surveillance systems are crucial for informing effective public health interventions targeting migrant populations.

Understanding and addressing the needs of refugee and asylum-seeking children and young people

Abstract Issue/problem Europe is home to an increasing number of refugee and asylum-seeking children at risk of health and wellbeing needs due to their life experiences. They are frequently marginalised, impoverished, and face barriers accessing the healthcare and support they need. Bevan, an English social enterprise providing health and wellbeing services to Inclusion Health populations, carried out a needs assessment of migrant children registered at one of its General Practices to determine challenges and opportunities to ensuring their right to health. The knowledge and learning generated is relevant across sectors; organisations and geographical boundaries. Description of the problem The assessment included a literature review, audit of child new patient health checks, service mapping, multi-agency stakeholder interviews and a consultation event with unaccompanied minors. Findings informed Bevan’s Migrant Children and Young People (CYP) Strategy, local service development and system-wide recommendations. Results Key areas of concern identified included mental health; safeguarding; development; nutrition; and inter agency working. Challenges to meeting needs were complex and included national policies, poor provider understanding of rights and entitlements, language and cultural barriers, health service waiting lists, housing and silo-working. Lessons Responding to findings Bevan invested in an in-house CYP mental health service and CYP social prescriber, opened a drop-in clinic and wellbeing service for unaccompanied minors, and initiated orientation and health information sessions for new arrivals with peer advocate support. Bevan now hosts a city-wide cross-sector Migrant CYP stakeholder group and collaborates with regional and national partners to develop resources to promote the health of migrant CYP. Key messages • The needs assessment enabled development of a responsive integrated service for migrant CYP that meets their health needs and addresses their social determinants of health. • The Migrant CYP stakeholder group has improved inter-agency working, helped identify service gaps, increased advocacy opportunities, and facilitated co-creation of solutions to meet population needs.

Heterogeneity in health and lifestyle among preschool children with migrant background in Sweden

Abstract Background Parental country of birth and socioeconomic status affect children’s health, lifestyle, and access to care. But inequality patterns may vary depending on the outcome and indicator being studied. While prior studies have focused on single health outcomes, this study assessed the relationship between parental migrant status and a range of health and lifestyle indicators among 3-year-old children. Methods Using an outcome-wide approach, we analyzed data from cross-sectional population-based surveys of 3-year-old (2014-2018) in Northern Sweden, which included 9,099 children aged 33-42 months. The surveys were administered to parents. Logistic and linear regressions were performed to examine the association between parents’ place of birth and outcome indicators. Additionally, we controlled for parents’ income and education using multiple regression models. Results Children with at least one migrant parent were perceived by their parents to have poorer health (OR:1.5, CI:1.01-2.36) and more socio-emotional problems (OR: 2.8, CI: 2.20-3.59) compared to those with two Swedish parents. While there were no significant differences in estimated BMI, lifestyle indicators showed that these children consumed more sweets (OR:4.5, CI: 3.02-6.58), less milk (OR: 1.3, CI: 1.09-1.55), fewer vegetables (OR:1.6; CI: 1.22-2.05) and brushed their teeth less frequently (OR: 2.8, CI: 2.17-3.53). However, they spent more time playing outdoors on weekdays (OR:1.6, CI:1.22-2.00) and weekends (OR: 1.5, CI: 1.18-1.94), but screen time remained consistent between weekdays and weekends. Conclusions Parental migrant status has varying impacts on children’s health and lifestyle, with some indicators showing worse outcomes for children with migrant parents compared to those with Swedish parents, while others do not. An outcome-wide approach is crucial for targeted actions to strengthen protective factors and mitigate risk factors, and ultimately reduce inequalities in early childhood. Key messages • The link between parental migrant status and children’s well-being is complex. Not all indicators show worse outcomes, inequality patterns vary based on the specific outcome and indicator measured. • An outcome-wide approach is crucial to identify action areas for targeted interventions to reinforce protective factors and mitigate risk factors, and ultimately reduce inequalities during childhood.

Interventions’ transferability assessment to strengthen Vaccination Uptake Among Migrants in Greece

Abstract Background Migrant children in Greece face significantly lower vaccination coverage rates for MMR and HPV compared to their counterparts. To address this disparity, our research focuses on selecting and adapting evidence-based interventions tailored to the specific needs of different migrant communities staying in Greece, guided by the PIET-T framework. Methods Using a stakeholder-engaged approach, we involved 26 key stakeholders to select evidence-based interventions relevant to the Greek context. These interventions underwent detailed analysis, considering their effectiveness, cultural appropriateness, and potential for transferability within the PIET-T framework. Key stakeholders provided input on intervention feasibility and country- and context-specific adaptation. Results Three interventions were identified as promising for MMR and HPV vaccination uptake: two health promoter interventions and a school-based vaccination one. The health promoter intervention was adapted so to involve health professionals and trusted community members delivering culturally sensitive education and navigation support, addressing barriers such as language and lack of information. The original school-based program implements education sessions and on-site vaccinations, leveraging the trusted environment of schools to reach parents and children. On-site vaccinations were omitted since they were not relevant to the Greek context due to legal barriers. Conclusions Our stakeholder-engaged approach, guided by the PIET-T framework, ensures interventions are tailored to the specific needs and contexts of different migrant communities in Greece. By prioritizing cultural sensitivity and community involvement, we aim to enhance MMR and HPV vaccination uptake and improve health outcomes among migrant populations.

Menumbuhkan Kreativitas dan Cinta Lingkungan Anak Pekerja Migran di Sanggar Bimbingan Kepong Malaysia dengan Proyek Pancasila Berbasis Zero Waste

This service aims to foster creativity and love for the environment in the children of migrant workers at the Kepong Guidance Center, Kuala Lumpur, through the Zero Waste-Based Pancasila Project. Children of migrant workers often face a variety of difficulties, such as lack of access to essential services and difficult economic conditions. This program provides formal and value-based education of Pancasila, which is integrated with the concept of zero waste. Through lecture and participatory methods, children are taught to utilize waste, especially paper, into products of economic value. This activity not only improves creative and critical thinking skills, but also in stills environmental sustainability values. The results of the program show the active participation and high enthusiasm of the children in the educational and practical process. In addition to increasing creativity, the program also strengthens children's awareness of the importance of an eco-friendly lifestyle and social responsibility. This program makes a positive contribution to improving the quality of life and future opportunities of migrant workers' children.

Realization of the right to education by children with migration history: Russian practices and foreign experience (The end)

Involvement of children with migration history in the Russian education system is a necessary condition for their integration into the host society, their future economic and social success. Less than 20% of migrant children living in our country attend schools. But even their education causes serious problems due to poor knowledge of the Russian language, gaps in general education, and upbringing in a different ethno-cultural environment, often differing in its values and accepted rules of behavior. Russia and foreign countries are implementing a variety of legal and organizational measures aimed at solving these problems and social adaptation of migrant children. The subject of this article is the analysis and generalization of the most effective practices.

Double jeopardy? China’s minority migrant children in comparative perspective

ABSTRACT China has 125 million ethnic minority group members and an increasing number of minority children move to cities for better opportunities. Using data from the 2016 China Migrants Dynamic Survey and drawing on the theories of family migration, push-pull forces, and social capital, we compare migration patterns of minority and Han children in China. Results show minority children have a higher probability of joining migrant parents than Han children. However, this may not necessarily lead to more desirable outcomes. Due to limited urban educational resources and their special needs, many school-age minority migrant children work instead of attending school. They also tend to move to areas with higher minority concentrations, potentially reducing socioeconomic mobility. Compared to Han migrant children, who are already disadvantaged in many ways in urban China, ethnic minority children face additional challenges. This warrants increased attention from scholars and policymakers. While our measurement of ethnic networks has limitations and requires further research, our key conclusions about ethnic minority migrants are robust and well-supported.

Mediating between schools and families: experiences of teachers in privately-run migrant schools in South-West China

ABSTRACT This paper examines the experiences of 23 teachers who work in privately-run migrant schools (PMSs) in South-West China. Such schools cater for the needs of internal migrant children who do not often have access to free state education provision because of their lack of status in their new cities. We draw data from an ethnographic-informed qualitative study conducted in Guiyang City. The spillover effect as the theoretical lens, enables us to understand our participants’ experiences within and beyond the school gates. Different from existing research focusing on how home environment characteristics affect school-related outcomes, this study shifted towards investigating whether factors within the school domain can mitigate children’s home-related disadvantages or risks. The findings show that teachers support the students and their families by mediating family conflicts, supplementing often poor nutrition and assisting with homework. Overall, similar to educators in disadvantaged school settings elsewhere, the study demonstrates that teaching and managerial staff in PMSs go beyond their paid roles as educators and they are actively committed to breaking the cycle of poverty and transforming the lives of their students.

Beyond infantilization and adultification: The binary representations of child migrants in the United States and how they harm young migrants

AbstractThe arrival of migrant children at the US–Mexico border has prompted vigorous debates about how to handle their admission and manage their access to resources. Portrayals of child migrants often draw on dominant conventional notions of childhood, creating binary representations that simultaneously infantilize and adultify them. This binary representation either strips children of their agency or criminalizes their actions and denies them protection. This paper exposes the inadequacies of the infantilization and adultification binary to represent and understand the experiences of child migrants, particularly youth who immigrate as teenagers, through a transdisciplinary approach. Integrating original historical analysis via archival research with contemporary social scientific analysis from qualitative research, this paper examines the longstanding binary representations of migrant children and their harmful impacts. The historical analysis shows that infantilization and adultification have defined the US response to child migrants since the mid‐1960s. Making connections to the present, through the stories of two unaccompanied teenage arrivals, we show how the binary is experienced and how Deferred Action for Childhood Arrivals (DACA) reflects and reinforces the binary. The paper also highlights how young people, who do not fit neatly into the binary, come to subjectively feel adult, elucidating the need for an alternative narrative that embraces child migrants' agency and advocates for support and protection for all youth.

Planning for Long-Term Recovery: The Impact of COVID-19 on Educators Working With Children From Seasonal and Migrant Farmworker Families.

Education faced challenges during the COVID-19 pandemic. Although the United States has declared an end to the public health emergency, schools continue to be impacted. While considerable research has focused on the impact of the pandemic on students, fewer studies have focused on educators, and even less on educators who specialize in working with marginalized student populations. This study measured the impact of the pandemic impact on educators working with students from seasonal and migrant farmworker families to understand what supports educators need as schools plan for long-term recovery. A total of 1024 educators including early childhood education and K-12 teachers, as well as administrators, completed a COVID-19 questionnaire between October 2020 and January 2021, measuring their experiences as well as personal and work-related stressors during the pandemic. Educators underwent difficult COVID-19 experiences and faced several factors contributing to personal and work-related stress. Personal stress factors included concerns about they themselves, or family members, becoming ill, concerns about the emotional/mental health of their family, and fear of loss/reduction in employment. Work-related stress factors included concerns about the emotional and mental health of co-workers. Educators working with migrant children need additional supports-including support from administrators, psychological services, and opportunities to give/receive colleague/peer support.

Health insurance for all children in Quebec? Ethical reflections on the implementation of PL 83

Abstract The adoption of Projet de loi 83 (PL83) in 2021 aimed to grant previously uninsured migrant children in Quebec access to provincial public health insurance. Three years later, health professionals continue to encounter children who should be eligible for provincial insurance through PL83 but remain uninsured and who face various structural barriers that contribute to this limited access (language, administrative navigation, and access to information). This commentary, based on the conceptual framework of the ethics of care, considers autonomy as the ability to make one’s own choices with support from others. Contrary to a conception of autonomy as self-sufficiency, the ethics of care encourages the design of policies and implementation measures capable of helping vulnerable individuals overcome barriers. In the case of access to healthcare for migrant children, we suggest presumptive eligibility and raising awareness among all key stakeholders who interact with parents, from admission and administrative staff to physicians.

A child-centred intercultural approach to the socio-educational inclusion of migrant and refugee children

The increasing trend of child migration, whether forced or voluntary, poses a challenge to policies aimed at ensuring social cohesion and protecting children's rights. Inclusive educational environments play a crucial role in the integration of migrant and refugee children by promoting intercultural dialogue and participation. This study aims to explore the potential of a child-centred approach to the socio-educational inclusion of migrant and refugee children in Europe, proposing a framework of inclusive interculturalism to address the specific challenges these children face in educational settings. A narrative review was conducted, examining a wide range of peer-reviewed sources to synthesise current knowledge on child-centred education and its applicability to migrant and refugee children. The review identifies key challenges in adopting a child-centred approach, including socio-cultural, linguistic and psychological barriers that hinder migrant and refugee children's full participation in education. It highlights the importance of promoting agency, cultural competence and emotional well-being through inclusive and intercultural educational practices. Implementing a child-centred, inclusive intercultural approach can promote social cohesion and reduce inequalities by ensuring that all children, regardless of their background, have access to quality education and opportunities for personal development. However, more empirical research is needed to translate these theoretical frameworks into practical interventions.

Protective and Promotive Factors in Migrant and Refugee Children Facing Violence: A Systematic Review.

Migrant and refugee children are at risk of experiencing various forms of violence before, during, or after migration. This study systematically identifies, reviews, and synthesizes evidence on protective and promotive factors that contribute to the resilience of migrant and refugee children facing violence. Of the 3,663 articles identified through search in five electronic databases and snowball technique, 31 quantitative or qualitative research studies met the inclusion criteria. To be included in the review, studies had to (1) have been published after 2013; (2) have been published in English; (3) include migrant or refugee children and/or adolescents aged 18 or below at the time of interview or migration; (4) mention some types of maltreatment, peer violence, or community violence faced by the children or adolescents; (5) examine the association between the hypothesized protective or promotive factors and indicators of adaptive functioning; and (6) include outcome measures that assessed adaptive functioning such as well-being or absence or low-levels of internalizing and externalizing problems. Quality assessment did not lead to the exclusion of any studies. Five levels of protective and promotive factors were identified: individual, family, school and peers, community, and spatial dimension, which converged to highlight the importance of regulatory, interpersonal, and meaning-making strengths for these children. Understanding and addressing these protective and promotive factors is crucial for promoting well-being and improving mental health outcomes in migrant and refugee children facing violence. The findings of this review have significant implications for designing intervention programs and public policies that support these children effectively.

Tamil Schools in the Federated Malay States under British Colonial Rule 1895-1941

In the time of British rule of the Federated Malay States (FMS) from 1895 to 1941, many Indians, especially the Tamils from South India, were brought in as labourers. Long-term Tamil primary schools were established to cater to their children's educational needs. This article presents a historical investigation of the development, challenges, and disparity faced by Tamil primary schools in the FMS between 1895-1941. The study employs thematic content analysis to study the primary and secondary historical sources. The findings report that four themes surrounding challenges and disparity emerged among Tamil schools in the FMS, namely building and equipment; subjects and syllabi; schoolteachers; and teacher training. The study underscores the development of Tamil schools in the FMS, the significant issues faced by the schools under British colonial rule, and the implications for children of Tamil migrants. Significantly, this study contributes new knowledge towards the history of education during British colonialism, emphasising the crucial role of Tamil schools in preserving language and culture and potentially shaping future research in this area.

Between arts-based methods and hermeneutics: Navigating the ethics of participation in research with vulnerable children

Children are underrepresented in research, mainly because of the ethical issues that their participation raises. This is even more true when it comes to marginalized migrant children. For the sake of justice, researchers must think about methods for including children and their families and reflect on the ethics of knowledge building in these contexts. This article returns to the hermeneutics of Hans Georg Gadamer as an interpretation practice which values understanding rather than explanation. It also focuses on the concept of play which can be truth revealing and which is understood as the very being of artistic practices. This allows us to first emphasize the compatibility of hermeneutics and art-based approaches, and their ethical value when it comes to bringing clinical and research issues together. This article highlights that methods based on art and play itself are ethical in the way that they can both provide well-being and reveal a truth that is as useful to the participant as it is to the researcher. This article also addresses how the researcher, in the process of understanding, is “at play” in the research situation which places him in an active role. The play allows a participatory truth to emerge, a truth resulting from a dialogue. This leads us to recognize the ethical value of participation in research with children.

Implementing an Adverse Childhood Experiences Screening Tool With Migrant Children: A Quality Improvement Project Using the PEARLS Screening Tool

BackgroundImmigrants, asylum seekers, and refugees live with extreme stress, consistent vulnerability, and life-long health consequences. Children in these populations face increased risk of poor mental health due to adverse childhood experiences (ACEs) and related healthcare barriers, such as lack of screening, that limit their ability to receive appropriate mental health care. AimTo implement an ACEs screening questionnaire for all migrant children 19 and under in a community shelter. MethodsThe Model for Improvement. InterventionThe Pediatric ACES and Related Life Events Screener (PEARLS) was implemented over a 10-week period in a community shelter. ResultsAll children screened had at least 1 ACE. Initiation of PEARLS screening led to recognition of adverse experiences thus allowing for mental health support and referrals to mental health specialists. ConclusionsThis QI project supports implementation of screening for adverse childhood experiences within populations of migrant children in order to uncover potential mental health concerns and provide targeted support, recognizing the long-term effects of trauma on their wellbeing.