Reversed visit – unaccompanied minors at the UAB

Unaccompanied minors visiting the Autonomous University of BarcelonaNormally, the REFUGE-ED research teams leave their normal place of work to go to the pilot sites. But on the 22nd June, the roles were reversed in Barcelona as a group of ten unaccompanied minors aged...

read more
REFUGE-ED in Greece

REFUGE-ED in Greece

Reading ancient Greek myths in GreeceThe children in second grade of the 2nd Elementary School in Renti, Greece are reading about the hero Odysseus from the ancient Greek myth. They are not reading about him in a children’s story book about Greek mythology. They are...

read more
Consortium meeting

Consortium meeting

Finally togetherCOVID-19 has done its best to make collaboration in the REFUGE-ED consortium difficult. In late March we finally managed come together physically for the first time since the project began. The Autonomous University of Barcelona hosted the meeting, and...

read more
REFUGE-ED Flyer

REFUGE-ED Flyer

Education, mental wellbeing and belonging are essential for children’s development. Refugees and asylum seekers are no exception. For them, even more is at stake: their chance to become integrated into their new country and community. REFUGE-ED Flyer  

read more
Identifying effective mental health and psychosocial support practices

Identifying effective mental health and psychosocial support practices

“It’s a jungle out there” is a phrase familiar to many educators – sometimes thinking of the situation in the playground, but often of the massive amount of teaching materials, approaches, systems, and traditions suggesting different ways to increase the academic success, well-being, and social belonging of their students. Identifying the most effective of these practices can be a challenge.

read more
Busting myths in education leads to better results

Busting myths in education leads to better results

Busting myths in education leads to better results In education, practice is too often based on myths and assumptions – “edumyths rather than scientific evidence leading to low quality teaching. But when edumyths are replaced by scientific evidence of social impact,...

read more
Automatic translation by Google »