Towards more equitable education: meeting health and wellbeing needs of newly arrived migrant and refugee children-perspectives from educators in Denmark and Sweden

Experiences and Perceived Barriers of Asylum Seekers and People with Refugee Backgrounds in Accessing Healthcare Services in Romania

Traditionally a country of emigration, Romania recently experienced an increased migration influx, although it is more a country of transit than a destination for refugees and irregular migrants. Refugees often face difficulties when trying to meet their needs and access essential services. This study aims to explore the experiences and barriers of asylum seekers and people with refugee backgrounds in accessing healthcare services in Romania. It is an exploratory study with a qualitative research design, which uses an inductive and deductive approach, with thematic analysis being applied in order to grasp the difficulties and barriers that asylum seekers and people with refugee backgrounds experience in accessing essential social services. The research was based on seven in-depth interviews with representatives of significant national or international non-governmental organisations assisting refugees and asylum seekers in Romania and 129 semi-structured interviews with different categories of people with refugee backgrounds from Southwest Asia, Eastern Africa and Ukraine. One of the most salient themes we identified relates to accessing the healthcare system. Participants talked about what information they needed to access medical services, where they looked for this information, and what barriers they faced in the process. Cultural, linguistic, structural, and financial barriers were perceived as the most significant. Improved public awareness, a better understanding of asylum issues, and stronger community support are essential to addressing inequalities experienced by this vulnerable population.

Migrant-Background Student Experiences of Facing and Overcoming Difficulties in Finnish Comprehensive Schools

This article considers what students with a migrant background in Finnish comprehensive schools report as difficult, and how they succeed in overcoming these difficulties. We draw on two sets of school wellbeing and learning surveys for migrant students, conducted in 2016 and 2021 in comprehensive schools (grades 1–9) in and around two major cities in Finland. We pay attention to student answers to three questions: What is difficult in school? How do you succeed in difficult tasks in school? and Who helps you in school? The datasets from the two points in time are compared to see whether changes in school demographic situation and the student length of stay in Finland had an impact on student experiences. Our findings show that theory-based school subjects that depend strongly on language, such as science subjects, maths, Finnish, Swedish and English, are considered difficult. Additionally, interaction with peers, which also relies on language, causes challenges. The students report turning to teachers, other professionals and peers for assistance and support, and also mention personal strategies they have developed to overcome school-related difficulties. Understanding what migrant students find difficult, as well as how, and with the help of whom, they overcome such difficulties is crucial for the development of effective and sensitive pedagogical practices.

Schools' and teachers' roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers

PURPOSE

Resettled 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?

METHOD

Four 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.

RESULTS

Seven 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.

CONCLUSION

Teachers 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.