REFUGE-ED aims to identify, implement, and evaluate evidence-based practices that can be implemented across diverse educational settings to promote the educational success as well as mental health and psychosocial functioning (sometimes collectively termed, mental health and psychosocial support or MHPSS) of refugee and migrant youth.

Across Europe 46 formal educational environments and non-formal educational contexts have implemented the practises identified in the first phase of the project.

Based on the communicative methodology, the approach to fieldwork was flexible and adaptive across the various pilot sites, depending on each site’s individual circumstances. Typically, fieldwork consisted of five communicative life stories with minors and families, five interviews with professionals, minors and families, five interviews with stakeholders such as volunteers, NGOs, public workers, and policymakers, and two focus group discussions with end-users and stakeholders. The focus of all the data collection and analysis was two-folded: on the one hand to identify main barriers and challenges, and on the other, what where their inputs and views on how to reverse them.

In this policy brief we look at some of the key needs and challenges uncovered in the fieldwork and present key learnings and take-aways to inform policy and action to enhance academic success, wellbeing and social belonging among refugee and migrant children in Europe.

Read the policy brief here: REFUGE-ED Policy Brief 2

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