School and community resources in the social-emotional and academic adjustment of refugee children
Refugee children are thought to face multiple, intersecting challenges, associated with pre-migration trauma and post-migration adaptation struggles. Despite these circumstances, a number of studies have found evidence for resilience in refugee children. However, there are many gaps in our understanding in what ways refugee children are resilient and in what contexts.
This study focuses on school and community resources and how they are associated with the social-emotional and academic adjustment of refugee children. Leveraging a population-based dataset in British Columbia that has data linked across multiple sources (including the Ministry of Education and the Middle Years Development Instrument), the study is investigating how the school and community resources, such as belonging and social support, self-reported by refugee children are associated with both academic achievement and social-emotional adjustment. A better understanding of how school and community resources are associated with adjustment is important for effectively meeting the needs of refugee children.