Young Refugees Research Articles

Educational inclusion or inequality? Opportunities and barriers for refugees with a temporary suspension of deportation for the purpose of training in the German vocational education and training system

ABSTRACT This article examines the legal novelty of the so-called ‘Ausbildungsduldung’ (temporary suspension of deportation for the purpose of training) in Germany. Since research on this topic is still sparse, the current article analyses the impact of toleration status on training trajectories of young refugees. These trajectories are strongly linked to the completion of vocational training and thus successful integration achievements. The impact of a temporary suspension of deportation for the purpose of training on educational trajectories was assessed using interviews. The results indicate that refugees’ training is hampered by numerous challenges and stressors. Moreover, refugees with a temporary suspension of deportation for the purpose of training are subjected to further restrictions resulting from their limited juridical capital. Hence, refugees’ tolerated status might directly influence or even impede numerous levels of the training process. Thus, refugees with a tolerated status complete their training under unequal social and legal conditions.

Subtracting Development through the Production of Il/legality of Young Refugees in Jordan and Lebanon

Abstract This article analyses the production of legality and illegality of refugees and how it is experienced, negotiated, and shape young Palestinian and Syrian refugees’ possibilities for development in Jordan and Lebanon. In the two countries, refugees’ legal and illegal statuses are produced in the interaction between national and international security- and economic interests. This article discusses the meanings of development associated with protracted displacement. Despite increased emphasis on moving from a humanitarian approach towards development in long-term refugee situations, the experiences of young refugees in Lebanon and Jordan show that the production of legal status hampers the potential for development. This article analyses young people’s experience of their legal status by addressing the labour of staying legal, the experience of moving in and out of legality and its impact on education and employment. The analysis shows how the production of (il)legality is a subtracting process that leads to debilitation and constrained agency rather than development. In conclusion, this article thus reflects on the problem of using the development discourse with a humanitarian lens and the need for more critical discussion on the meaning of development in protracted displacement.

Scoping Review of Linguistically Responsive Practices for Young Children Who Are Refugees

Young refugee populations continue to grow. This scoping review aims to identify and summarize studies of programs that provide linguistically responsive practices for children who are refugees. Secondary aims of this review are: (a) to identify the gaps in the literature, and (b) to suggest future research and policy directions. By studying key features of linguistically responsive practices for children who are refugees, we can better understand the important components of a high-quality inclusive and equitable environment for all children, including those with minority language backgrounds. We conducted an electronic database search and identified 14 studies. Studies varied in location, country of origin, and language support. The findings from this review revealed a critical need to develop, implement, and study linguistically responsive programs for children who are refugees in host countries.

Many a Slip between Cup and Lip: Navigating Noncitizenship and School-to-Work Transitions in Kakuma Refugee Camp

Abstract This article draws from curricular analysis and ethnographic methods in school and community spaces where young people live, learn, and work in Kenya’s Kakuma Refugee Camp. We describe how formal citizenship education intended for Kenyan citizens is mediated by teachers working in refugee-serving schools. Our analysis shows how these messages, often scarce and decontextualized, orient refugees to project an imagined future of stability, obscuring the skills needed to navigate the uncertainty they will encounter as noncitizens enduring protracted exile. Examining refugee youth transitions after completing their schooling, we document ‘slips’ in the gaps between the civic knowledge, skills, and dispositions promoted in schools and those required within a limited opportunity structure dominated by a relief economy. Beyond school, we examine pathways that young refugees charted through apprenticeships within the informal economy, leveraging their social networks, gaining life skills, and enacting civic commitments while honing more sustainable livelihoods in exile. We argue that education’s value cannot be contingent on belonging or citizenship status and suggest that the contextualized nature of practice-based learning entailed through apprenticeships enables young refugees to create community through everyday participation, where social relationships both facilitate civic learning and are an outcome of that learning.

A conceptual study on the relationship between daily stressors, stressful life events, and mental health in refugees using network analysis.

There is growing recognition that daily stressors, such as social and material deficiencies, can be highly detrimental to the mental health of refugees. These stressors are in addition to stressful life events, which have been widely studied in the context of migration and forced displacement. Despite increasing evidence for an ecological model, there is still no consensus regarding the conceptualization of these highly influential factors. In particular, the demarcation of daily stressors from stressful life events and the categorization of daily stressors require further examination in order to develop usable and accurate tools for researchers, design effective interventions for practitioners and assist politicians in designing meaningful policies. To address these challenges, we used data from a sample of 392 unaccompanied young refugees from diverse backgrounds and employed network analysis to examine the relationships between daily stressors, stressful life events, and symptoms of depression, anxiety, and post-traumatic stress. Our findings highlight the significant relationship between daily stressors and mental health, particularly depression. Meaningful clusters of daily stressors include material stressors, social stressors, and social exclusion stressors. Our results demonstrate the importance of considering daily stressors in the mental health of refugees and suggest that using a network approach offers a viable way to study these complex interrelationships. These findings have implications for researchers, practitioners, and policymakers in understanding and addressing the mental health needs of refugees.

Health-related quality of life of young refugees in Germany during the COVID-19 pandemic: comparisons to non-refugees and pre-pandemic times

The COVID-19 outbreak forced widespread changes in minors’ daily life with a risk of compromising well-being. So far, little is known about how health-related quality of life (HRQoL) of young refugees has developed during this time, although they belong to a vulnerable group. In a cross-sectional analysis during the first year of the pandemic, minors aged 8 to 16 years with and without refugee experience (n each = 156) were surveyed, using self-report questionnaires on HRQoL and perceived COVID-related stress. In a longitudinal analysis with refugee minors aged 8 to 18 years (n = 91) HRQoL and possible relevant predictors (gender, age, duration of stay, mental health) were assessed in 2019 (pre-pandemic). HRQoL was reassessed in 2020 (peri-pandemic). No difference was detected between minors with and without refugee experience in terms of peri-pandemic HRQoL. A proportion of 36% (refugee minors) and 44% (non-refugee minors) reported low peri-pandemic HRQoL. However, refugee minors reported more COVID-related stress (difficulties in following school). Longitudinally, HRQoL of refugee minors increased from pre- to peri-pandemic times. Older age, lower pre-pandemic HRQoL, and pre-pandemic externalizing problem behavior predicted worse peri-pandemic HRQoL. The findings suggest a certain resilience of refugee minors but also show a continued vulnerability. Therefore, minors at risk should be identified and their psychosocial needs addressed.

Ambivalent recognition: young unaccompanied refugees’ encounters with Norwegian society

ABSTRACT Receiving the right to stay in Norway might seem a critical factor for refugees’ well-being and belonging. Yet, this research shows that young unaccompanied refugees experience ambivalent feelings towards Norwegian society after their resettlement. The study is based on a qualitative research design with 14 young unaccompanied refugees residing in Norway. Drawing on recognition theory, we focus on how participants’ psychosocial well-being is constituted through their encounters with social workers and helpers, restrictive asylum policies, and anti-immigration discourses in Norwegian society. Our findings suggest that, while social workers are central to the well-being of these young people, their interaction is sometimes perceived by the young people as emotional misrecognition. Further, while they have the right to residency, their right to family life is not fully recognised, and this poses a threat to their well-being. Anti-immigration discourses contribute further to feelings of ambivalent recognition. Participants strived to manage through active involvement in relationships, everyday coping, sensemaking, critical reflection and social engagement, insisting on their own and other refugees’ worth. We argue that youth-focused social services must explicitly engage with these young people’s broader legal, emotional and social (mis)recognition and with their ways of managing challenges when assisting them in achieving well-being.

Creative (en)counterspaces: Engineering valuable contact for young refugees via solidarity arts workshops in Thessaloniki, Greece

Abstract This article explores the role of non-formal arts education in Thessaloniki, Greece for fostering contact considered valuable by the young refugee community. Drawing on accounts of their daily life, gathered over eight months of ethnographic fieldwork for a project on their post-15 educational participation, the article details how around the city, young refugees (aged 15–25 years) experience conflicted encounters involving both hostility and solidarity. While this hostility impacts their aspirations, self-image, and feelings of inclusion, a large solidarity movement attempts to counteract these challenges by offering educational activities for ‘inclusion’ such as arts workshops in temporary spaces. These offers were popular among youth in the study, as they constituted a welcoming opportunity for building social connections, language skills, and self-confidence—outcomes that extended beyond the physical space of the workshops. As such, they functioned as valuable, creative ‘(en)counterspaces’. Based on observations from one case study site, this article unpacks the key processes that promoted these valued outcomes—including collaboration, mediation, and informal contact—as well as the role played by arts materials and arts-making practices in these processes. This article also offers key considerations for designing similar activities, such as being sensitive to inclusivity and power relations. It aims to build on the literature on both ‘counterspaces’ and ‘encounters’ by documenting the outcomes young refugees value from contact in these sites of solidarity, and how and why they proactively seek them out; as well as analysing the other actors and specific activities involved in them.

THE IMPACT OF COVID-19 ON YOUNG MIGRANTS AND REFUGEES IN BULGARIA

The notion of crisis introduces two aspects. On the one hand it is a difficult or dangerous time. On the other hand, it covers a condition of instability or danger which implies and presupposes a quick solution and important decision to be made in order to overcome a critical situation. Тhe study is aimed at exploring to what extent vulnerable groups of the society such as young migrants and refugees residing in Bulgaria have manifested an ability to cope with various obstacles imposed by Covid-19 crisis. Methods of the study include interviews conducted with young migrants and refugees and continuous desk research. The migrants were placed in an extremely vulnerable position with the onset of the COVID-19 pandemic. This was due to many factors, including little or no knowledge of the language of the host country, lack of experience in using services provided by institutions, insufficient access to social or health services. Another key risk reinforcing their vulnerability is that they more easily fall from the labor market in a situation of economic crisis as a consequence of a pandemic. However, gathered data from the interviews with migrants and refugees picture them as resilient in coping with crises. The research paper provides findings and analysis of the ability of young migrants to mitigate the negative consequences of the pandemic crisis. It is related to strong curiosity and desire to learn, work and contribute to the host society.

Mental health problems in unaccompanied young refugees and the impact of post-flight factors on PTSS, depression and anxiety-A secondary analysis of the Better Care study.

Unaccompanied young refugees (UYRs) show elevated levels of mental distress such as post-traumatic stress symptoms (PTSS), depression, and anxiety. The individual post-arrival situation in the host country plays an important role in increasing or reducing mental health risks for these vulnerable children and youth. The study aims at examining the impact of pre- and post-migration factors on the mental health of UYRs. A cross-sectional survey of N = 131 young refugees (81.7% male, M = 16.9 years old) was conducted in 22 children and youth welfare service (CYWS) facilities in Germany. The participants provided information about pre- and post-flight experiences. Standardized measures were used to assess post-traumatic stress symptoms (CATS-2), symptoms of depression (PHQ-9), and anxiety (GAD-7). Daily stressors were assessed with the Daily Stressors Scale for Young Refugees (DSSYR), sociocultural adaptation with the Brief Sociocultural Adaptation Scale (BSAS), satisfaction with social support with the Social Support Questionnaire (SSQ6-G). Our results demonstrated clinical levels of PTSS in 42.0% of the participants, depression in 29.0%, and anxiety in 21.4%. Hierarchical regression analyses revealed that a higher number of traumatic events and social daily stressors predicted higher levels in all three domains of mental health problems. PTSS and anxiety were also predicted by the distress related to the residence status, depressive symptoms were additionally predicted by sociocultural adaptation, less family contact and length of stay. The satisfaction with social support was not a significant predictor in the regression models. Unaccompanied young refugees in CYWS facilities are a highly vulnerable population. As traumatic events, daily stressors and level of contact to family directly impacted UYRs mental health, interventions should be trauma-focused, but also contain modules on how to cope with daily stressors. On the policy and practical level, stakeholders in host countries are called for establishing measures to reduce post-migration stressors and enhance support for UYRs on all levels.

Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during COVID-19 school closures in Pakistan

This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time. Teacher and institutional support was either absent or inadequate for many students, and infrastructure and devices that serve to support remote learning were not always reliable or accessible. Although male respondents were less likely than females to engage in independent study during the closures, refugee girls and young women were significantly less likely than their male counterparts to own the devices they needed for learning. The findings demonstrate how targeted investment in specific types of EdTech and teacher professional development, as well as supporting educational institutions in the establishment of remote learning opportunities, could help sustain learning during future periods of educational restriction.

Young, unaccompanied refugees’ expectations of social workers and social worker roles

Background: Young people who have travelled to another country, unaccompanied and with refugee status, are a both resilient and vulnerable group with specific needs. Supporting them is often challenging for social workers, and providing this support is mediated by the expectations that these young people have of social workers and social worker roles. Aim: In this study, we explore how young unaccompanied refugees (YURs) perceive the roles of social workers in the national context of Norway, where concerns about the quality of social work for this group have been highlighted. Method: Using the theoretical lens of role theory, semi-structured in-depth interviews were conducted with 11 Afghan boys between 16 and 23 years of age, living under the protection of the Child Welfare Services (CWS) in two municipalities in Norway. The interviews explored the boys’ positive and negative experiences of the social worker. A thematic analysis was conducted, in which the coding framework was informed by the premise that actual experience informs our expectations of other individuals’ behaviour and roles. Findings: YURs’ expectations are more than instrumental, and more than a task they expect the social worker to perform. They also expect the task to be performed in a person-centred, therapeutic alliance (e.g. with humour and trust), and that the social worker exhibits particular personal characteristics or competences, besides being culturally competent and sensitive. Conclusion: We find that YURs’ descriptions of the social worker’s roles of being a caregiver and practical helper are similar to what other young people in contact with the CWS expect. However, YURs expect an additional role, which is specific to this field of social work, namely that of an integration helper. However, the expectations that each individual young person has of social workers are individual, in flux and contextual, and not consistent over time. Therefore, we recommend prioritizing learning more about the young person’s individual expectations of the social worker roles, as well as a useful weighting of these roles for each individual young refugee.

Evidence-Based Educational Practices for Working With Refugee Children

ABSTRACT This article presents five main challenges refugee children experience in their learning and living in host countries, revealing an urgent need for reexamining their strengths and needs in education. It further reports an asset-based participatory research project with 18 preservice teachers (PTs) and 85 refugee children (K-5) engaged in an after-school English language-learning program in the United States. This research has two purposes. First, this study explores alternative perspectives on refugee children as multilingual learners (MLs). Doing so aims to offer novel counter-narratives to prevalent deficit thinking about young refugees, instead highlighting their assets, contributions, and learning potential. Second, it examines educational strategies that can enhance refugee children’s learning experiences and opportunities. Qualitative analysis and discourse analysis were combined to examine the researcher’s field notes, the PTs’ reflection logs, interviews with the children, inquiry papers about effective ML teaching strategies, and the children’s artifacts. The first part of the findings demonstrates how alternative perspectives of refugee children as multilingual learners may spark a fresh dialogue around their overlooked learning competence and potential. The second part discusses five evidence-based pedagogical strategies found in this study to be effective educational practices in working with refugee children.

Vulnerability-Making at Europe’s Edge: How Policies, Documents, and Spatiality Intra-Act in the Context of Young Refugees

When young refugees who arrive in the European Union (EU) are categorized as “unaccompanied minors,” an implicit assumption and ascription coincides with their categorization, namely that they are vulnerable. Being underage and being vulnerable are inextricably linked and often equated. Thus, vulnerability is understood as a bodily fact linked to a person’s age, and discourse consequently overlooks how vulnerability is enacted in the EU’s border regime. To demonstrate how vulnerability is produced and stabilized through entangled practices of human and nonhuman agencies, I examine vulnerability-making in the context of young refugees who were classified as “unaccompanied minors” in Malta. I pay specific attention to policies, documents, and spatiality and ask: How is vulnerability of young refugees in the EU’s border regime produced and stabilized? And, how are nonhuman agencies implicated in these dynamics? The article, on one hand, makes an important empirical contribution to understanding the construction of vulnerability in respect to unaccompanied minors. The theoretical contribution of the article, on the other hand, lies in offering a new way of conceptualizing vulnerability in the border regime and within bordering practices in the EU by examining it through the epistemic lens of intra-action.

Young Refugees’ Integration Trajectories—The Critical Role of Local Resources in Germany

Though it is a global phenomenon, migration results in a variety of local outcomes. Depending on migrants’ specific arrival contexts, countries of origin and migration motives, they are channelled into different categories. As a result, they encounter unequal access to different domains at the local level. This paper analyses how young migrants in vulnerable conditions are able to access and use local or localised resources and to what extend these resources enable them to overcome structural barriers over time. Our analysis builds on empirical findings from a case study in Dortmund, Germany, conducted through the EU-funded MIMY project. Drawing on narrative interviews with young refugees (aged 18–29), it highlights three specific cases where temporal and spatial factors shape individual integration pathways. The narratives highlight the barriers encountered by young refugees, most of which are related to migrant policy categories implemented at national or supra-national levels. In the arrival context, the young migrants are able—to varying degrees—to mobilise localised resources helping them overcome (at least partially) such mainly structural barriers. Focusing on the emergence and evolution of local integration landscapes thus reveals the importance of time and the difference time makes in terms of the availability of resources and legal frameworks.

Global Mentoring for Young Ukrainian Refugees

Global Mentoring for Young Ukrainian Refugees

Intergenerational trajectories of inherited vulnerabilities amongst young women refugees in South Africa

There is a paucity of scholarship examining the situated vulnerabilities of young women refugees who are either born in (second generation) or young children/adolescents on arrival in their host country (“1.5 generation”) and how these may impact intergenerational vulnerability or resilience. Based on qualitative research carried out in eThekwini (formerly known as Durban), South Africa amongst young women refugees (18–24 years) we highlight the issue of “inherited vulnerability”, examining how vulnerabilities can be transmitted across the refugee generations due to legal, economic and social structures which produce and maintain situations of inequality, rendering young women vulnerable to violence, exploitation and negative sexual and reproductive health outcomes. Ending the legal limbo in which they live and ensuring access to education and employment opportunities would help break the cycle of intergenerational precarity and support resilience of these young women as they transition to adulthood in South Africa.

Present and the future in drawings by refugee children from Syria living in Lebanon

The aim of this article is to present the present life and future (dreams) of Syrian refugee children living with their families in informal/illegal places of residence in Lebanon. Research among refugees was conducted in the city of Zahle in 2017. The first part of the article characterizes the projection method used to analyze the drawings. The second part of the article presents the methodology of my own research in the Syrian community in the refugee camps. The third part analyzes the drawings of life in Lebanon and the drawings depicting the dreams and future of children and young people. The last part is a summary of my own research. On their basis it can be seen that most of the childrens drawings about life in Lebanon are poor in content. The dominant theme is the family home: barracks or tents. The buildings are disproportionately large compared to the figures, some dont have the windows or they are very small under the roof, some dont have the doors. Many buildings and tents dont have basis. The figures are usually small, without certain body parts. From the analysis of the drawings as well as from the children's comments, we can learn about the many negative emotions experienced by young refugees. These include sadness, depression, anxiety, fear, frustration, hostility, shyness, and insecurity. It is also a lack of self-esteem and a lack of self-confidence. When it comes to works about the future, most of them are rich in content compared to works about life in Lebanon. The family home is also the dominant theme. The studies show no perspectives for the future of the surveyed children.

Ethnic diversity fosters the social integration of refugee students

Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refugees). We find that refugee adolescents have fewer friends and are more often rejected as desk mates than their classmates. Crucially, however, they are less rejected in more diverse classrooms. This results from two basic processes: (1) more opportunities to meet other ethnic minority peers, who are more accepting of refugees in general and (2) higher acceptance of refugee adolescents by ethnic majority peers in more diverse settings. Our results can help promote the social adjustment of young refugees in school and mitigate the negative consequences of prejudice.

Risk factors for common mental disorders in young refugees from Iran, Somalia and Syria to Sweden.

Our primary aim was to determine sociodemographic and health-related risk factors for diagnosed common mental disorders (CMDs) among young refugees in Sweden. All young adult refugees from Iran, Somalia and Syria (n=7192), who were residents in Sweden in 2009, were followed from 2010 to 2013 regarding diagnosed CMDs. Cox regression models were used to compute hazard ratios (HRs) of CMDs with 95% confidence intervals (CIs). Those arriving as unaccompanied refugee minors had a lower risk of being diagnosed with CMDs (HR: 0.7; 95%CI: 0.6-0.9) than those arriving as accompanied refugee minors. A higher risk of being diagnosed with CMDs was also found in female refugees (HR: 1.3; 95%CI: 1.1-1.5) compared with male refugees. In addition, individuals with a low (HR: 1.7; 95%CI: 1.3-2.3) or a medium (HR: 1.4; 95%CI: 1.1-1.8) educational level were found to have a higher risk of being diagnosed with CMDs compared with individuals with a high educational level. Refugees from Iran (HR: 2.3; 95%CI: 1.8-2.9) had a higher risk of a diagnosis of a CMD than refugees from Somalia. Moreover, refugees with a diagnosis of a mental disorder other than a CMD (HR: 4.2; 95%CI: 2.8-6.1), digestive (HR: 1.5; 95%CI: 1.0-2.2) or musculoskeletal diseases (HR: 1.5; 95%CI: 1.0-2.2) had a higher risk of being diagnosed with subsequent CMDs, compared with those with no such disorders. Pre-existing diagnoses of mental disorders other than CMDs, and digestive and musculoskeletal disorders should be carefully considered in clinical assessments to initiate early interventions to prevent CMDs.