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I investigate the effect of lowering welfare benefits for refugees on children's outcomes in Denmark. For identification, I exploit a reform that gave refugees lower benefits if they were granted residency after September 2015. The exact date of residency is plausible random due to the nature of the asylum process. By using Danish register data, I compare children who were granted residency before and after the benefit reduction and show that reform reduced household income by 22%. Secondly, I find a 19% increase in absence from primary school, driven by an increase in residual absence. [ABSTRACT FROM AUTHOR]

This study assesses the development of proactive control strategies in 100 Syrian refugee families (394 individuals) with 6- to 18-year-old children currently living in Turkish communities. The results demonstrate that children's age and their mothers' post-traumatic stress symptoms were associated with the degree of proactive control in their children, with worse mental health being associated with a larger reliance on reactive control and lesser reliance on proactive, future-oriented, control (measured via d′ in the AX-CPT task). None of the following factors contributed to children's performance: fathers' experience with post-traumatic stress, parents' exposure to potentially traumatic war-related events, perceived discrimination, a decline in socio-economic status, religious beliefs, parents' proactive control strategies, or the education or gender of the children themselves. The association between mothers' mental health and proactive control strategies in children was large (in terms of effect size), suggesting that supporting mothers' mental health might have clear effects on the development of their children. [ABSTRACT FROM AUTHOR]

Parental support is vital for the well‐being and resilience of children with a refugee background as they navigate resettlement. However, providing such parental support is challenging for parents facing significant life changes due to involuntary migration and are unfamiliar with their new society. This study distinguishes between emotional and informational support, focusing on whether parents prioritize informational parental support–involving advice or exchanging information–and examines its determinants. We applied a multiple linear regression model on a data set with 254 recently‐arrived refugee parents of 10‐ to 16‐year‐olds. Results indicate that informational support is predicted by both the parent's educational level as well as their Dutch language proficiency. We conclude that enhancing language proficiency is crucial to empower parents in offering more informational support to their children, aiding their understanding of the new society. [ABSTRACT FROM AUTHOR]

Since it establishes differentiated socio-legal eligibility categories among different migrant groups, family reunification constitutes a prime example of the internal border. In my article, I investigate how the border is produced and negotiated in the context of family reunification of refugee children and parents by focusing on discretionary practices of German immigration bureaucracy through the lens of counselling actors in the city. Taking the city of Frankfurt am Main as my research site, I identify ignorance, verification, and temporalization as three administrative control mechanisms over descent-based refugee families. I argue that family reunification constitutes a highly selective and culturalized field of border control, in which refugee families are filtered according to their conformity to a certain family norm and European bureaucratic standards. By examining how counselling actors understand administrative practice, I also discuss how they respond to it, including their own participation in de- and (re-)bordering. [ABSTRACT FROM AUTHOR]

This article examines the diaries of young Jewish refugees who documented their emigration from Germany and Austria in the 1930s and who wrote for family members, imagining future readers of their accounts. These diaries offer unique access to children's voices during the Holocaust, showing how some child refugees became family chroniclers, self-consciously documenting a story of Jewish resistance and survival, as well as a tragedy of loss. Their diaries became treasured material objects and autobiographical texts that perform a writing subject, a child as author and narrator, asserting agency in a situation in which they were multiply marginalised as children and as Jewish refugees. [ABSTRACT FROM AUTHOR]

It is well known that experiences of extreme adversity strongly impact caregiving and family dynamics. In this study, we explore how caregiving is shaped by experiences of war and displacement among a community experiencing protracted, ongoing conflict and displacement, namely, Congolese Banyamulenge refugee families in Rwanda. The findings are based on six months of ethnographic team research with Banyamulenge refugee families living in semi-urban southern Rwanda. Among the caregivers, including people who arrived several years ago and others who have lived in Rwanda for over two decades, we found a strong longing for home and past cattle-herding life. We also found that caregivers emphasized the transmission of "survival tactics" as well as Banyamulenge identity and culture. We argue that these caregiving objectives and practices speak to the community's experiences of material and existential losses in the past, as well as those anticipated in the unknown future. Second, parental caregiving efforts appear to lead to increased intergenerational dissonance, with children wishing to integrate into their host community. While this finding appears in line with much of the migration literature about intergenerational family relationships and conflict, we find that children's orientation is not only informed by the host environment but also stems from a desire to relieve their parents' suffering from loss and help them invest in more optimistic futures. Finally, while our findings suggest profound changes in social and cultural reproduction in the long term, we argue for caution, as ongoing changes in war dynamics in DR Congo may inform shifts in ideas on belonging among the children. The findings provide new insights for understanding how caregiving may be affected by war and displacement while effecting change in war-affected, displaced communities. [ABSTRACT FROM AUTHOR]

Around the world, millions of young people and their families navigate education in settings of conflict and displacement. Despite the growing number of refugee families seeking educational opportunities outside their countries of origin, there is scant research on the efforts families undertake to ensure and improve this education. In this study, I seek to understand how families participate in refugee children's education in displacement. Drawing on interviews with 16 refugee parents and caregivers living in Kakuma Refugee Camp, Kenya, I find that caregivers actively engage in their children's schooling. Through what I am calling concerted community engagement, families choose, monitor, and supplement schools, working to ensure that refugee children benefit from the education they receive in exile as they build lives in the present and for the future. [ABSTRACT FROM AUTHOR]

The knowledge of historically marginalized learners, including racially and linguistically minoritized learners, tends to be obscured in institutionalized learning contexts and by the dominant discourse of "learning loss," which was reinforced during the COVID-19 pandemic. Based on critical ethnography and the methodology of shared walks, this article highlights intergenerational ways of knowing embodied and emplaced in the context of traditional farming sustained and mobilized by a Syrian refugee family. We illustrate what children were indeed learning in the land of refuge during the pandemic, with their family, beyond narrowly defined in-school learning. We conceptualize the recentering of intergenerational ways of knowing, often overlooked in colonial institutionalized learning spaces, as transdisciplinary acts for disrupting the hegemonic disciplinary formation of science, technology, engineering, and mathematics (STEM). [ABSTRACT FROM AUTHOR]

Since the onset of the Somali civil war in the late 1980s, more than 2 million Somalis have been internally displaced or crossed international borders to seek haven. Yet, research on diasporic Somali women's intergenerational communication about marriage, sex, and female genital cutting (FGC) remains scant. This paper draws from data we collected from 15 women over the age of 45 who were part of a much larger project on refugee women and sexual health and well-being. The analysis centers on how Somali women across the generations recalibrate definitions of family. We analyze the new roles that sisters, aunts, and grandmothers occupy in the lives of younger women, as family dispersal often results in the absence of biological mothers. In the new settlement, the findings showcase both continuity and change in how sex, marriage, and female genital cutting (FGC) are discussed among female family members. Our findings support not only the dynamic nature of family roles that women occupy across generations but also the malleability of cultural practices as families navigate changing cultural, legal, and social norms in their new settlements. [ABSTRACT FROM AUTHOR]

The article presents an interview focuses on the poignant experience of a Ukrainian refugee family and the author's reflections on a conversation with an Israeli writer about the loss and recovery of speech. Topics include the refugee's inability to speak due to stress, the author's reminiscences about Aharon Appelfeld's experience with aphasia, and an artist's contributions to metro station designs.

With increased attention on the school belonging experiences of young people from refugee backgrounds, there is limited understanding of how parents construct and respond to their children's experiences. Given the important role that parents play in their children's education, this study explored the perspectives of three mothers from newly arrived refugee backgrounds, as they responded to drawings created by their children about their schooling experiences in an Australian primary school. Employing an arts-based approach, data were collected from students' drawings and semi-structured interviews. The findings revealed that the mothers viewed language as a mediator in children's belonging experiences. English language proficiency bridged opportunities for their children's academic and social success, with translation support providing opportunities for both the children and the mothers to actively participate in the school community. Additionally, mothers felt that peers from the same language and cultural backgrounds contributed to their children's sense of belonging while 'local' peers amplified difference. The study found the mothers often focused on what their children lacked or how they were different when discussing barriers to belonging, suggesting there is a need, particularly within schools, to shift focus from what these students' lack to what they contribute to their school communities. [ABSTRACT FROM AUTHOR]

AbstractThis study examines psychosocial mechanisms used by the Romanian community to facilitate the adaptation of Ukrainian refugees—a challenging process due to their low level of trust resulting from war trauma. Data from four focus groups, involving Romanian professionals and educators, Ukrainian professionals, and institutionalized Ukrainian children in Romania reveal three themes: ethos of reception, educational needs, and professional solutions. We identify real and perceived barriers to long-term adaptation and, based on this study, recommend prioritizing professional solutions for immediate implementation to enhance the understanding and effectiveness of support mechanisms for Ukrainian refugee children and their families. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper examines the transnational and translocal experiences of the Rohingya in India, a stateless, refugee community forcibly displaced from Myanmar, onward migrants from Bangladesh, who currently occupy a legally precarious space in India. Drawing on approximately 90 interviews conducted with refugees, community leaders and NGOs across three Indian cities, along with informal group discussions and field notes, this paper makes two arguments that shed light on the complex, multi‐factorial ways in which networks are rebuilt in displacement as well as the emerging characteristics of Rohingya onward migration in Asia. First, that early generations of Rohingya in India leveraged translocal network building spaces and encounters to rebuild their networks with others in the community and create translocal networks of care and support with local civil society actors, cementing the notion of a ‘Rohingya refugee community’ in India. Second, that the gradual internationalisation of the Rohingya crisis as well as the transnationalisation of the Rohingya diaspora in the last decade through multiple waves of displacement, onward migration and resettlement schemes has prompted a shift towards multi‐sited transnationalism, particularly reflected in the emergence of multi‐sited transnational families, digital transnational spaces among younger refugees and extended diasporic networks. [ABSTRACT FROM AUTHOR]

The United States has a long history of welcoming refugees fleeing persecution, organized violence, and war. However, the welcome often does not come with adequate immigration infrastructure support necessary to rebuild life and promote family well-being. Approximately 157,000 Cambodians were accepted to resettle in the U.S. between 1975 and 1994 due to the countrywide genocide. Upon resettlement, Cambodians were placed in impoverished neighborhoods with little resources to heal and rebuild. The purpose of this study, grounded in a Human Ecological Model and guided by Critical Ethnography principles, was to conduct a formal needs assessment of Cambodian refugee families across the United States. Eighteen professionals were interviewed virtually in Khmer and/or English. The data were analyzed using the Developmental Research Sequence. The results emphasized a critical need to address mental health complications resulting from untreated mental health disorders such as posttraumatic stress, depression, anxiety-related disorders, and complicated grief, across generations. Severe disruptions in family relationships (i.e., parent–child and couple relationships) were also reported along with substance abuse in the absence of access to culturally responsive mental health treatments. Findings suggest the need for culturally tailored multilevel interventions to effectively address mental health and relational challenges of multigenerational Cambodian families. [ABSTRACT FROM AUTHOR]

Canada occupies a leadership role in resettling refugees as part of the United Nation's durable solutions to the global refugee crisis. Although resettlement is an important demonstration of international solidarity, it also poses many challenges for policymakers in terms of optimizing integration and settlement outcomes for refugees. Under the Canadian Resettlement Assistance Program (RAP), government officials are responsible for choosing the communities to which Government Assisted Refugees (GARs) are matched and destined. While a significant amount of research has focused on the socio-economic outcomes of resettled refugees, there is a dearth of contemporary research outlining the substantive aspects of matching and destining GARs to their new homes in Canada. Mismatches can lead to refugees' secondary migration, resulting in complicated trajectories of resettlement and integration. Based on interviews with key government officials and settlement providers, this study investigates the factors considered by the Canadian government, specifically, Immigration Refugees and Citizenship Canada (IRCC), when making the match and assesses how they play out in the destining process by focusing on Ontario as a case study. The findings suggest that while factors such as availability of specialized medical services, family and friend connections, and a community's settlement capacity are deemed important, the resettlement process lacks consideration of refugees' individual characteristics and neglects to look at refugees' human capital. The study has strong policy implications for designing and crafting an optimized destining and matching process that gives due consideration to refugee empowerment. [ABSTRACT FROM AUTHOR]

The article discusses the contentious nature of refugee policies and the polarized debate over immigration. It highlights the increase in anti-immigrant attitudes in Europe after the arrival of Syrian refugees in 2015 and the suspension of refugee entry by former President Donald Trump in the United States. The article also mentions the backlash and political divide surrounding Ukrainian refugees and the impact of misperceptions and misunderstandings on attitudes towards refugees. It introduces a book called "We Thought It Would Be Heaven: Refugees in an Unequal America," which explores the mismatch between refugee expectations and the reality of living in the United States, the obstacles in the resettlement process, and humanistic solutions for successful resettlement. The book emphasizes the role of cultural brokers and institutional insiders in helping refugees navigate the complex American welfare system. It also critiques the American welfare system and its impact on low-income households. The article concludes by suggesting that further research is needed to understand the influence of refugee expectations, perceptions, and activism on political decision-making. [Extracted from the article]

During times of war, displaced families carry various material items that later serve as means for preserving the memories of lost homes and maintaining a sense of identity. In divided Cyprus, the use of material objects by people displaced before and during the 1974 Turkish invasion has been influenced by the opening of checkpoints between the two sides in 2003. This paper explores how different generations in my family reacted to and interpreted the rediscovery of a lost material item—a handmade mirror piece—during the return journey. It discusses how my mother located the item, photographed it, and placed its photograph in the family's photographic archive. During the research project upon which this paper follows from, both items re-emerged through my mother's storytelling about her experience of return, transforming the project into a form of intergenerational transmission. The paper portrays how the storytelling about the mirror piece and its photograph was interpreted differently by me and my mother, influenced by the different politics of memory. The paper also showcases the resourcefulness of refugee families in maintaining the memory of their lost homes, which simultaneously reveals their views and hopes regarding the political future of the island. [ABSTRACT FROM AUTHOR]

In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education. Drawing on data collected in a case study, conducted between 2013 and 2016, as part of a larger ongoing ethnography of a Southwest United States District school's response to refugee students, we show how the enactment of policies, pedagogies, and practices within schools reinforce the government's control over refugee students and their families. In schools, the students are kept out of certain school spaces, marginalized in remedial courses, and denied academic opportunities and integrated support services. Using empirical data, we demonstrate how the restriction of the students' movement in and around schools is embedded within the larger limitations embedded in coloniality and assimilation. We situate our analysis within the tensions and interactions between coloniality, assimilation, and neoliberalism as articulated in studies within anthropology and sociology, migration studies, critical refugee studies, and cultural studies. We conclude with a call for the decolonization of education and offer a practical starting point in refugee education. [ABSTRACT FROM AUTHOR]

Several European countries have offered refuge to families forced to flee their homes because of violence, war, and other disasters. Stressful factors associated with displacement and relocation place families at risk for disrupted effective child-rearing practices and associated growth in problems for parents and their children. The need to promote healthy adjustment and prevent and ameliorate problems for refugee families is vital. The present study describes SPARE (Strengthening Parenting Among Refugees in Europe), a trauma-informed adaptation of the evidence-based parenting program Generation Parent Management Training Oregon Model (GenerationPMTO). SPARE integrates core parenting components in GenerationPMTO with skills designed to address families' trauma experiences. A collaborative team of GenerationPMTO experts in Iceland, Norway, Denmark, and the Netherlands have adapted this parent group intervention for Arabic-speaking (Middle Eastern) refugee families who have relocated in Europe. This report describes results from an acceptability and feasibility study based on the first two SPARE groups completed in Iceland and Norway. Overall, attendance was good, parents reported satisfaction with their experiences in the groups and said that the material addressed important family needs. Parents also indicated the need for more time to deepen their understanding, provide greater focus on age-specific needs, and in Norway in particular, more information about the child welfare system. [ABSTRACT FROM AUTHOR]

Boosting Employment of Resettled Refugees Whether a resettled refugee finds employment in the United States depends in no small part on which host community they are first welcomed to. Every week, resettlement agencies are assigned a group of refugees who they are required to place in communities around the country. In "Dynamic Placement in Refugee Resettlement," Ahani, Gölz, Procaccia, Teytelboym, and Trapp develop an allocation system that recommends where to place an incoming refugee family with the aim of boosting the overall employment success. Should capacities in high-employment areas be used up as quickly as possible, or does it make sense to hold back for a perfect match? The simple algorithm, based on two-stage stochastic programming, achieves over 98% of the hindsight-optimal employment, compared with under 90% for the greedy-like approaches that were previously used in practice. Their algorithm is now part of the Annie™ MOORE optimization software used by a leading American refugee resettlement agency. Employment outcomes of resettled refugees depend strongly on where they are initially placed in the host country. Each week, a resettlement agency is allocated a set of refugees by the U.S. government. The agency must place these refugees in its local affiliates while respecting the affiliates' annual capacities. We develop an allocation system that recommends where to place an incoming refugee family to improve total employment success. Our algorithm is based on two-stage stochastic programming and achieves over 98% of the hindsight-optimal employment, compared with under 90% of current greedy-like approaches. This dramatic improvement persists even when we incorporate a vast array of practical features of the refugee resettlement process including inseparable families, batching, and uncertainty with respect to the number of future arrivals. Our algorithm is now part of the Annie™ MOORE optimization software used by a leading American refugee resettlement agency. Funding: This work was supported by the UK Economic and Social Research Council [Grant ES/R007470/1]; the Office of Naval Research [Grant N00014-20-1-2488]; and the National Science Foundation's Division of Civil, Mechanical and Manufacturing Innovation [Grant CMMI-1825348], Division of Computing and Communication Foundations [Grants CCF-1733556 and CCF-2007080], Division of Mathematical Sciences [Grant DMS-1928930], and Division of Information and Intelligent Systems [Grant IIS-2024287]. Supplemental Material: The e-companion is available at https://doi.org/10.1287/opre.2021.0534. [ABSTRACT FROM AUTHOR]

Trauma communication in refugee families is increasingly recognized as an important relational dynamic influencing psychosocial well‐being, yet studies exploring interactional dynamics and meaning making at play in intra‐family trauma communication remain scarce. This article reports on a qualitative study with Kurdish refugee families including parents (N = 10) and children (N = 17) resettled in Belgium, aiming to explore practices on trauma communication within refugee family relationships. In a multiple‐phased qualitative design, semi‐structured family interviews and participant observation administered in the homes of the participant families are followed by parental interviews involving a tape‐assisted recall procedure to investigate observed intergenerational trauma communication and parent–child interactions. Data analysis shows parents and children seldom explicitly talked about the families' lived experiences of trauma. This silence was especially related to parental wishes to avoid their children's future involvement in violence. However, findings also indicate how the intra‐family transmission of memories of collective violence occurs in many subtle ways. Four modes of indirect trauma communication could be distinguished: (1) focusing on the repetition of violence in the present; (2) transmission of the collective trauma history; (3) family storytelling; and (4) interaction with meaningful objects of the past. These findings shed light onto the interwoven nature of personal–familial and collective trauma and loss and illuminate the meanings of silence and disclosure in the context of the Kurdish diaspora. In the final section, we discuss our findings and outline its clinical implications for family therapeutic practices in refugee trauma care. [ABSTRACT FROM AUTHOR]

Accessing high-quality career development to support successful transitions into post-compulsory education and employment can be a challenge for newly arrived students of refugee and migrant backgrounds. In Australia, not-for-profit organisations provide career guidance to students within schools that enrol refugee and migrant families. Through programs, not-for-profit organisations can provide mentoring, support and other career services. This research explores the marketing materials of organisation-provided career guidance programs based in Australian secondary schools. A close textual reading of how the programs engage with the discipline and practices of career guidance reveal a deficit framing of students and their families, with limited focus on promoting agency across programs. In light of the increasing resettlement of refugees and migrants in Australia, these findings highlight a need to balance social justice principles with greater engagement with the discipline of career education when enacting career interventions with vulnerable groups. [ABSTRACT FROM AUTHOR]

The graphic novel "Soviet Daughter" by Yulichka "Julia" Alekseyeva tells the parallel stories of the author's life as a refugee who immigrated to Chicago following the Chernobyl disaster and the life of her great-grandmother, Khinya "Lola" Ignatovskaya. The novel explores themes of citizenship and belonging, highlighting the inequality faced by certain ethnic groups in the former Soviet Union and the challenges of adapting to a new country. It also addresses the experiences of exclusion and mistreatment faced by migrants and refugees. The novel encourages readers to reflect on their own experiences and the impact of migration on individuals and communities. [Extracted from the article]

How are family and broader social ties of young people on the move to Europe impacted by their refugee experience? This article reflects on this question through a detailed case study of a Syrian adolescent growing up in Germany. Syrian youth carry the weight of separation from their families, enduring the challenges of a dangerous migratory journey. After reaching Europe, some are obliged to take a leading role in preparing the path for their families to follow. With an ethnographic perspective, this article sheds light on the circumstances they face, and identifies the new forms of relationships they construct with their families and the surrounding society. I stress the variable factors influencing their development and integration in Europe and highlight the challenges stemming from the experience of family separation, engaging in a reflective exploration of the deformed image of family in the aftermath of separation among young refugees in Germany. [ABSTRACT FROM AUTHOR]

In this paper, we assess factors that underlie the relationship between gardening and improved mental health and food security outcomes among displaced people. Drawing on a mixed method study of refugee gardeners in New York, we argue that a food sovereignty framework better incorporates crucial factors such as cultural appropriateness of food, autonomy over food choices, and promotion of health and community, as compared with a food security analysis. We draw commonalities between Indigenous food sovereignty scholarship and the resettled refugee experience, making connections across conceptual and material divisions in scholarly literature and funding institutions. Our work helps researchers and practitioners understand the impacts of gardening on social and material outcomes for displaced people, and suggests global linkages between dispossessed immigrant and Indigenous peoples' food sovereignty movements. [ABSTRACT FROM AUTHOR]

Refugee children displaced by war suffer incredible amounts of physical and psychological trauma during and post-displacement. War is not partial to children, and they are subjected to as much extreme violence as adults. This paper explores the mental health of refugee children following war and was guided by the research question: What are the mental health experiences of refugee children displaced by war situations? A secondary data analysis was conducted on publicly available documentary short films and instructional videos on psychological therapy with refugee children and families. The data were analysed through Qualitative Conventional Content Analysis (QCCA). Three major categories emerged regarding the well-being of refugee children: (1) children are not spared from war trauma, (2) children live in perpetual fear and anxiety, and (3) war-related violence ignites aggressive behaviours in children. To increase positive mental health outcomes, school psychologists need to implement trauma-informed therapy that focuses on decreasing psychosocial reactions to war. Culturally responsive therapy is recommended as it places indigenous ways of being at the centre of the healing process. [ABSTRACT FROM AUTHOR]

Despite Mexico's highly restrictive policy toward Jewish refugees during the 1930s and the Second World War, nearly two thousand Jewish refugees fleeing from Nazism managed to enter the country. While previous historiography has primarily focused on government policies toward Jewish refugees, it has paid little attention to the experiences of those who actually arrived in Mexico. This article fills this gap by analyzing the forced migration and transit process of thirty Jewish refugee families who arrived in Mexico between 1937 and 1949. Mexico emerged as a crucial option for refugees throughout their flight when they utilized and established transnational links that would ultimately lay the groundwork for their rescue. By expanding the field of Holocaust studies to encompass the experiences of refugees in Latin America, this study provides important insights into the global dynamics of the Holocaust. [ABSTRACT FROM AUTHOR]

In an era of rising concern about global migration, powerful stories can help shift perspectives and inspire humanitarian action. The author takes readers on a journey through her lived experience in welcoming refugees seeking sanctuary in the United States. Her reflective article describes how a network of caring collaborators leveraged their resources to uphold social protections and safeguard children's educational experience as they resettled in a new place to call home. Interdependent partners from the district's schools, the state government, and the local community helped build an inclusive school culture and restore hope to the displaced families. The narrative concludes with a call to action for schools and host communities to welcome newcomer families and their children in a culture of care that honors linguistic and cultural identities, supports resilience and healing, sustains well-being and livelihoods, and restores lives of dignity. Lessons learned hold promise for educators and citizens who are invested in safeguarding refugee children's right to an education and providing societal protection for their families. The story closes with implications for present-day challenges and the work ahead. [ABSTRACT FROM AUTHOR]

Persistent educational inequity for immigrant and refugee students and their families calls for instructional practices centering on access, quality, and social justice. Drawing on two qualitative case studies, this article examines how three U.S. urban school teachers attended to the systemic inequalities and unique challenges confronting immigrant and refugee students both inside their classrooms and outside the school. Our analyses show that the teachers strategically enacted various critical instructional practices, including linguistically responsive pedagogy, translanguaging, and sociopolitically responsive pedagogy. The teachers' agentic practices have important implications for teacher education and professional development for immigrant and refugee learners in urban settings. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has exacerbated the U.S. government's recent harsh restrictions on immigrants and refugees and the ramped-up anti-immigrant sentiments. The strict borderlands politics, the militarized police at the border zones, family separations and other tactics of fear, silencing, and oppression reinforced within public spheres and institutions (e.g., racialized policies of control, the constant threat of deportation) have greatly impacted the lives of immigrant and refugee families and children (Gándara & Ee, 2018 ; Zayas et al., 2015). Providing sociopolitical, educational, and emotional support for immigrant/refugee students and their families has never become so urgent during this extraordinary time. [ABSTRACT FROM AUTHOR]

Purpose: To assess the prevalence of suicidality and associated factors of suicide risk in a sample of Burundian refugee families living in three refugee camps in Tanzania. Methods: Children (n = 230) and their parents (n = 460) were randomly selected and interviewed about suicidality (suicidal ideation, plans, and attempts) and a range of sociodemographic, psychological, and environmental factors. Multinomial logistic regression analyses were conducted to examine factors associated with children and parents' lower and moderate or high current suicide risk. Results: Past-month prevalence of suicidal ideation, plans, and attempts were 11.3%, 0.9% and 0.9%, respectively, among children; 37.4%, 7.4% and 5.2%, respectively, among mothers; and 29.6%, 4.8% and 1.7%, respectively, among fathers. Older age in years (aORlower = 2.20, 95% CI 1.38–3.51; aORmoderate/high = 3.03, 95% CI 1.15–7.99) and higher levels of posttraumatic stress disorder symptoms (aORlower = 1.64, 95% CI 1.05–2.57; aORmoderate/high = 2.30, 95% CI: 1.02–5.16), internalizing (aORmoderate/high = 2.88, 95% CI 1.33–6.26) and externalizing problems (aORlower = 1.56, 95% CI: 1.06–2.31; aORmoderate/high = 3.03, 95% CI 1.42–6.49) were significantly positively associated with children's current suicide risk. For mothers, higher perceived instrumental social support (aORmoderate/high = 0.05, 95% CI < 0.01–0.58) was significantly negatively related to suicide risk, whereas exposure to community violence (aORlower = 1.97, 95% CI 1.30–2.99; aORmoderate/high = 1.59, 95% CI 1.00–2.52), living in larger households (aORlower = 1.74, 95% CI 1.17–2.57), and higher psychological distress (aORmoderate/high = 1.67, 95% CI 1.05–2.67) were significantly positively associated with suicide risk. For fathers, higher perceived instrumental social support (aORmoderate/high = 0.04, 95% CI < 0.01–0.44) and having more years of formal education (aORmoderate/high = 0.58, 95% CI 0.34–0.98) were significantly negatively and exposure to war-related trauma (aORmoderate/high = 1.81, 95% CI 1.03–3.19) was significantly positively associated with suicide risk. Conclusion: Prevention programs should target psychopathology, community violence and social support to mitigate children and parents' current suicide risk. [ABSTRACT FROM AUTHOR]

This study explores the relations within the current broader literature on migration and entrepreneurship and specifically investigates the extent to which Syrian refugees in Egypt prefer to establish family businesses and why. A qualitative research method is employed by conducting semi‐structured interviews with 45 Syrian partner/managers of micro, small and medium‐sized family businesses in Egypt. Thematic analysis was used to determine the main ideas in the interview transcripts. Syrian refugees in Egypt were found to prefer to establish family businesses. And the following were considered to be the main antecedents of such preference: action resources (economic challenges and poor salaries in the host country; refugee financial insolvency; refugees' limited social network), emancipation values (refugees' trust in working with each other; refugees' intention to pay back the support/gratitude perceived from the host country) and civic entitlement (governmental support to family businesses). [ABSTRACT FROM AUTHOR]

It is well known that experiences of extreme adversity strongly impact caregiving and family dynamics. In this study, we explore how caregiving is shaped by experiences of war and displacement among a community experiencing protracted, ongoing conflict and displacement, namely, Congolese Banyamulenge refugee families in Rwanda. The findings are based on six months of ethnographic team research with Banyamulenge refugee families living in semi-urban southern Rwanda. Among the caregivers, including people who arrived several years ago and others who have lived in Rwanda for over two decades, we found a strong longing for home and past cattle-herding life. We also found that caregivers emphasized the transmission of “survival tactics” as well as Banyamulenge identity and culture. We argue that these caregiving objectives and practices speak to the community’s experiences of material and existential losses in the past, as well as those anticipated in the unknown future. Second, parental caregiving efforts appear to lead to increased intergenerational dissonance, with children wishing to integrate into their host community. While this finding appears in line with much of the migration literature about intergenerational family relationships and conflict, we find that children’s orientation is not only informed by the host environment but also stems from a desire to relieve their parents’ suffering from loss and help them invest in more optimistic futures. Finally, while our findings suggest profound changes in social and cultural reproduction in the long term, we argue for caution, as ongoing changes in war dynamics in DR Congo may inform shifts in ideas on belonging among the children. The findings provide new insights for understanding how caregiving may be affected by war and displacement while effecting change in war-affected, displaced communities.

This qualitative study explores factors contributing to refugees’ resilience in Regina, Saskatchewan. It aims to add to the emerging body of Canadian literature on refugees’ strengths and experiences as they navigate resettlement in smaller urban centres. Data were collected from three focus groups that explored the experiences of 15 people from seven countries who had settled in Saskatchewan. Findings show common patterns that contributed to resilience for refugees, including pursuits of Canadian education, employment, social networks, and personal qualities. Conclusions indicate that protective factors (i.e., personal characteristics, social supports and networks, starting over in education and employment) that facilitated resilience for participants interacted and worked together to help them overcome adversity during settlement. [ABSTRACT FROM AUTHOR]

This paper explores social inclusion approaches implemented by ten secondary schools in Victoria, Australia, to support refugee students' well-being, as articulated in their policies, reports, and other published documents. Using an exploratory, qualitative research design, we found that all schools employed a holistic approach to implementing social inclusion programs for refugee students. This paper reports on the best practices and unique examples of social inclusion programs from all schools involved in the study. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We explore the relationship between newcomer refugee families' linguistic competencies in the language of the host country and their collaboration in and with the school. Following a case study design and through the qualitative analysis of interviews with refugee family members and school staff from a German primary school, we analyse these actors' perspectives on factors hindering and/or supporting the involvement of the families and the responsiveness of the school. In the literature, family language policies and host country linguistic and educational policies are framed as some of those factors, but our results point towards a more fine-grained consideration of the role played by language(s) in the cooperation between newcomer refugee families and the school. Our study reveals the importance of considering linguistic skills in the majority language alongside literacy practices and parents' (schooling) paths in the home country, and claims that differentiated opportunities for collaboration should be offered depending on refugee families' trajectories in the home and host countries. [ABSTRACT FROM AUTHOR]

Copyright of Voluntaris: Journal of Volunteer Services & Civic Engagement / Zeitschrift für Freiwilligendienste und Zivilgesellschaftliches Engagement is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Studies have shown how adopting social-emotional learning (SEL) approaches can help support newcomer multilingual learners of English in language classrooms. However, little is known about the role of SEL in supporting refugee-background families in out-of-school contexts. Framed within critical mindfulness and critical peace education, this study addresses this gap by asking: What role does SEL play in supporting two refugee-background parents' resettlement and language learning efforts? and How do two refugee-background parents' values influence weekly English tutoring sessions? The study documents different ways through which participants engage with SEL practices to negotiate their tutoring sessions and introduces "mujamalah" as an SEL practice in line with peace education. Findings underscore the importance of incorporating SEL approaches to support multilingual refugee-background families. [ABSTRACT FROM AUTHOR]

The integration of refugees into host countries' formal labor markets is increasingly recommended as a durable solution to forced migration. Yet, this policy response is a contentious political topic with little empirical evidence, especially in low- and middle-income host countries available to support policy. This article examines the impacts of integrating Syrian refugees into Jordan's formal labor market. We use robust greedy one-to-one propensity score matching on comprehensive high-quality data from almost 75,000 Syrian refugee households collected between 2017 and 2019 to generate novel evidence on the socio-economic benefits of refugee labor market integration. Our findings show that the ability to access formal jobs, reflected by holding a work permit, is significantly associated with increased refugee income, strengthens food security, and reduces protection needs and child labor. These findings contribute to a better and knowledge-based understanding of a prominent policy response for forced migrants. [ABSTRACT FROM AUTHOR]

What happens with data when the research process radically involves and engages those who are in the target group? How can we move towards collaborative insights by integrating our participants in the design of research, conduct of work, and, ultimately, its writing and dissemination? And how does this enable us to devise better futures when imagining such futures may be the very problem? Based on experimental research methods with Syrian refugee youth in Jordan, this article discusses how novel ways of engaging target groups in research can help push analyses in new directions. Collaborative methods, we argue, allow for 3 general analytical displacements that may help us work through the protracted nature of much humanitarian intervention and aid work: namely, moves from worldmaking to waymaking, from urgency to discernment, and from the biological to the biographical. [ABSTRACT FROM AUTHOR]

This study focuses on the role of justification astrategies in the production and mobilization of multiple deservingness framings towards refugees in everyday work life. Drawing on in-depth interviews with Turkish employers in labour-intensive sectors in İzmir, the article presents a city-centred, evidence supported case which answers on the basis of which criteria Syrian refugee workers are deemed deserving and undeserving. It argues that the production of deservingness frames is not uniform and mutable across time and space, thereby actors can engage in different justification strategies in similar situations since the constitution and mobilization of deservingness frames are context-dependent. This study further argues that Turkish employers' narratives towards Syrian refugee workers are shaped by not only economic interests but also unique features of historical and socio-cultural dynamics at the local level, resulting in three distinct deservingness frames: established deservingness , fragile deservingness , and established undeservingness. [ABSTRACT FROM AUTHOR]

Following the Russian war of aggression in Ukraine since February 2022, Poland adopted institutional solutions and policies to facilitate the inclusion of Ukrainian refugees in the schooling system. We analyse geographical patterns and local determinants of the participation of children and young people from Ukraine in education in Poland. Applying a computer‐based geographic information system and statistical analysis to administrative data from schools and municipalities in Poland, we found that about 50% of the Ukrainian refugees at schools in Poland are of primary school age, while the rates for other age groups are significantly lower. Ukrainian refugees are more likely to attend public schools in affluent urban municipalities and places with more developed accommodation infrastructure. Clearly, the role of local resources was of key importance in the territorial distribution of refugee families in Poland during the first year of the war. Another factor that proved to be important in attracting refugees was the presence of pre‐war Ukrainian immigrants in schools. Observed patterns differ between spring and autumn 2022, which partly reflects the changes in migration to Poland and then back to Ukraine. We anticipate that much of the Ukrainian migration to Poland may outlast the current conflict. This situation creates further challenges for education in Poland—and even more so for Ukraine. [ABSTRACT FROM AUTHOR]

Provision of early childhood education and care services for refugee families took on heightened challenges during COVID-19 restrictions. We undertook a small-scale study to explore how Australian educators worked with and cared for refugee families during the COVID-19 outbreak in an urban Australian setting. This paper emerges from a larger project that aimed to support social inclusion and cultural and linguistic diversity for refugee families in Australia. The paper draws on two group interviews conducted during a COVID-19 lockdown with four educators working with refugee families in early childhood education and care. Data analysis is framed by the ethics of care work of Carol Gilligan and Nel Noddings. On the basis of these theories and the interview data, two vignettes on an ethics of care were developed. The importance of being cared for and cared about and genuinely listening were identified as crucial aspects of the care provided to refugee children and their families. [ABSTRACT FROM AUTHOR]

Quantitative data are the backbone of the international refugee regime. Academic researchers and international organizations have been drawing attention to the problems of refugee data that obscure refugee vulnerabilities. Despite these efforts, the limitations of quantitative refugee data, particularly with regard to gendered aspects of refugee vulnerabilities, have often been overlooked. This article aims to address this issue by examining the major limitations of quantitative refugee data. It focuses on the question of "What are the major limitations of quantitative refugee data regarding gendered aspects of refugee vulnerabilities?" By conducting a systematic review of 67 datasets from international organizations, nation‐states, and independent data collectors, it argues that there are five fundamental problems with the data: (1) lack of disaggregation, (2) lack of cross‐tabulation and inability to harmonize datasets, (3) inconsistent periodization frequency, (4) lack of sex and gender diversity measurement, and (5) survivor bias. This article highlights the importance of critically analysing the data that informs theories and decisions regarding refugee vulnerabilities. [ABSTRACT FROM AUTHOR]

A necessary move to dismantle educational injustice for historically marginalized populations is to create equitable family–school partnerships built on trusting relationships. Inequitable practices and implicit norms and biases must be intentionally counteracted to establish trusting relationships. The meeting protocol described in this article, RAFT, was born through community-based participatory action research to instigate and provide time for structured, student-centered conversations to build relationships between families with refugee backgrounds and their children’s teachers. This article describes the qualitative pilot study and the community-based iterative process for designing RAFT. All 12 families and 16 school professionals who implemented RAFT expressed satisfaction with it, and teachers without exception expressed eagerness to implement RAFT with more regularity and with more participants. Themes that emerged include: (a) the importance of focusing on the child/student and the care and commitment expressed by taking the time to focus on developing a relationship between educators and families; (b) the flexibility and freedom of RAFT not being tied to required parent–teacher conferences which have a rushed timeframe and set location; (c) the increased appreciation and knowledge of the student and each other, paving the way for further collaboration; and (d) the effectiveness of elements drawn from restorative practices. We include implications for practice and further research, including measuring RAFT’s outcomes and scaling up its use to determine its effectiveness. [ABSTRACT FROM AUTHOR]

In this paper, I put forward and apply a phenomenological understanding of body and embodied experience to examine refugee families' identity (trans)formation and language ideologies and practices. In particular, Kitarō Nishida's (1870–1945) notion of historical body was adopted to investigate how Afghan refugee families' lived experiences of forced mobility and life in different countries before their settlement in Norway influence their own as well as their children's raciolinguistic and cultural/national identities, which in turn, affect their language ideologies and practices. Based on a thematic analysis of the interviews conducted with parents in three families, it was found that, having left Afghanistan at a young age with no hope to return to as well as their forced stays in different countries, Afghan parents have not developed a strong Afghan national identity. This embodied experience was entangled with painful emotions as well that resulted in the parents' desire for their children to develop strong attachment to Norway and a Norwegian identity. Yet, parents' wish does not seem to readily realize because the racial differences become an important marker of identity for the children as they grow up and enter the society, leading them to seek their roots. The study contributes to our better understanding of the complexities and nuances of transnational populations' language ideologies and practices as well as identification and integration processes into the host society. [ABSTRACT FROM AUTHOR]