The first product developed by REFUGE-ED was a selection of effective practices for the dynamic integration of migrant and refugee children addressing the areas of education and mental health and psychosocial support (MHPSS) that are evidence-based and have demonstrated social impact. In addition, the fieldwork was conducted in schools that, despite being located in low socio-economic areas and being considered highly complex schools, proved to be successful models in promoting the integration of migrant children, demonstrating improved academic outcomes. Therefore, effective practices to address migrant children's integration challenges were selected from both fields, the Successful Educational Actions (SEAs) and a set of MHPSS approaches. As a result, a catalogue of existing effective practices in education and mental health aimed at promoting integration, and more specifically: (a) academic success and inclusion, (b) well-being, and (c) social belonging of migrant children was developed. It is worth mentioning that this catalogue of practices is part of the Brokering Knowledge Platform.
Subsequently, based on the communicative methodology, a process of dialogic co-creation was designed and carried out with children and families, communities, civil society organisations and local service providers, schools/centres and teaching staff in each pilot centre to identify needs and how these can be successfully met by piloting the selected practices. To this end, preliminary meetings were organised with policy makers and others responsible for the potential pilot sites, as well as consultations in each pilot site to decide whether or not they wanted to participate in the project. As a result, the actors implementing the actions co-created knowledge from their practice. In this way, work is being done to ensure the sustainability and replicability of the project. An example of this is the project that has been developed to expand SEAs in other contexts beyond Europe.
In addition, the development of the training of trainers and the organisation of the curriculum has been launched. Throughout this process, the design, preparation and implementation of the monitoring and evaluation mechanisms for the pilot actions were developed. This involved the development of the Compendium of measures, tools and interview guides for assessing MHPSS and children's education outcomes, the Guidelines on how to implement the SPICE cycle approach and the Central Data Repository for outcome and process data collected in all pilot sites. In this way, training, implementation and subsequent evaluation of effective practices were carried out in each of the pilot centres.
As a final stage of the project, the Brokering Knowledge Platform was developed during the last year of the project through a process of dialogic co-creation. This means that all actors were involved in the process. The BKP thus houses a repository of practical and evidence-based resources in both fields (education and mental health) that have proven their effectiveness in various contexts. In addition, it offers inspiring success stories from the REFUGE-ED pilot centres, i.e. testimonials from beneficiaries showing how their lives improved thanks to the practices. The exploitation plan has included: a) a series of official launches of the BKP both in the EU (on-site and online) and at national policy seminars; b) a social media campaign including some promotional videos of the BKP through the official channels of the project as well as partner organisations; c) the individual partners' own promotion of the BKP among their national and international contacts, e.g. teacher training spaces, among others.
