A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth

Amanda L. Sullivan, Gregory R. Simonson

Research output: Contribution to journalArticlepeer-review

51 Scopus citations

Abstract

Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research.

Original languageEnglish (US)
Pages (from-to)503-530
Number of pages28
JournalReview of Educational Research
Volume86
Issue number2
DOIs
StatePublished - 2016

Bibliographical note

Publisher Copyright:
© 2015, © 2015 AERA.

Keywords

  • cognitive behavioral therapy
  • creative expression therapy
  • intervention
  • refugee
  • school

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