Promoting the Well-Being of Asylum-Seeking and Refugee Children Within and Beyond the School Gates: Insights from the United Kingdom

Mehmet Karakus, Anas Hajar, Hasan Aydin

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter provides a narrative synthesis of the research findings on the well-being of asylum-seeking and refugee children in the United Kingdom. The authors identified 36 research articles published in peer-review journals and thematically analyzed them to document these children’s negative experiences that could impact their well-being. The reported studies also explained the support mechanisms and interventions needed to sustain and improve child welfare and the challenges encountered in supporting their well-being. The research findings suggest that asylum-seeking and refugee children have diverse socioemotional and behavioral challenges, needs, expectations, psychological resources, and coping mechanisms that require schools to develop socioemotionally, culturally, or/and religiously sensitive responses for a more inclusive school environment.
Original languageEnglish
Title of host publicationTeaching Refugees and Displaced Students
EditorsThomas DeVere Wolsey, Ibrahim Karkouti
PublisherSpringer
Pages167-196
Number of pages30
Edition1
ISBN (Electronic)978-3-031-33834-2
ISBN (Print)978-3-031-33833-5
DOIs
Publication statusE-pub ahead of print - 25 Sept 2023

Keywords

  • Well-being
  • asylum seeking
  • refugee children
  • schools
  • United Kingdom (UK)

ASJC Scopus subject areas

  • Education
  • Social Sciences(all)

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