ArticleInternational journal of qualitative studies on health and well-being2021
Schools' and teachers' roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers.
Article in International journal of qualitative studies on health and well-being, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- First-hand experiences of belonging among child refugees and asylum seekers, post-migration: a meta-synthesis.Frontiers in psychology · 2025Pooled it
- Evaluation of the Teaching Recovery Techniques intervention among newcomer students in Swedish schools: a randomised controlled trial turned into a feasibility study.BMC public health · 2024Trial
- "International journal of qualitative studies on health and well-being · 2025Article
- Teachers' experiences of supporting the mental health needs of refugee students in resource-poor settings: a qualitative study in Iran.European journal of psychotraumatology · 2025Article
- Role division between parents and teachers in home-school cooperation: mediating effect based on teachers' expectations and perceptions.Frontiers in psychology · 2025Article
- Characterization of Premigration and Postmigration Multidomain Factors and Psychosocial Health Among Refugee Children and Adolescents After Resettlement in Australia.JAMA network open · 2023Article
- Associations between social factors and school belonging among newcomer and non-newcomer youth in Sweden.PloS one · 2023Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeResettled refugee youths are increasingly entering host-country school systems and are at risk of poor mental wellbeing. Schools and teachers are often expected to provide psychosocial support to youths with refugee backgrounds, but the teachers' views on this expectation are poorly understood. We investigated the question: What do Swedish teachers believe is the role of (1) schools and (2) teachers in supporting refugee youths' mental wellbeing?
methodFour semi-structured focus groups were conducted with 30 Swedish educators from five schools. Interview transcripts were analysed and themes reflecting the key concepts were constructed using reflexive thematic analysis.
resultsSeven themes were constructed. Three addressed the role of schools in supporting refugee youths' mental wellbeing: Promoting Belonging, Offering Refuge, and Instilling Civic Literacy. Four addressed the role of teachers: Building Relationships with Students, Maintaining a Non-therapeutic Relationship, Connecting to Professionals, and Instructing in the Classroom.
conclusionTeachers believe that both schools and teachers play an important role in supporting refugee youths' mental wellbeing and each contributes in unique ways. However, schools and teachers are not always successful in supporting refugee youth and teachers reported facing challenges such as unclear roles and a lack of resources.
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