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Preventive school-based interventions to promote the mental well-being of refugee and migrant adolescents

Objective

Today, European societies face the challenge of promoting the integration of growing numbers of refugee and migrant adolescents. Supporting the mental well-being of these young newcomers is herein pivotal, with recent scholarly work emphasizing the preventive role of schools in promoting mental well-being. Yet, there is still little robust evidence on how preventive school-based interventions may impact newcomers’ well-being. This project therefore aims to further the evidence-base on the role of preventive school-based interventions in promoting refugee and migrant adolescents’ mental well-being, and on how they can be implemented in diverse educational contexts. We specifically look at interventions furthering social support and social cohesion, since these factors are known to be highly beneficial for newcomers’ well-being. Five interventions –school-mediation intervention, classroom drama therapy, social support groups in refugee classes, support networks on school level, and teachers’ training– will be implemented in six European countries. We will assess the interventions’ long-term impact on newcomers’ well-being (n=3,000), particularly their impact on mental health problems, resilience, academic achievements, school drop-out and social support. A mixed-methods longitudinal approach will combine questionnaires completed by adolescents, parents and teachers, focus groups with these groups, data on adolescents’ academic achievements, and an economic assessment of the costs related to the implementation. Additionally, focus groups and national committees with other stakeholders will evaluate the impact of contextual factors (e.g. educational system) in order to design models to implement the effective interventions in other contexts. As such, this study will lead to a solid evidence-base on the impact of preventive school-based interventions on young newcomers’ mental well-being and the possibilities to implementing these interventions in differing contexts.

Call for proposal

H2020-SC1-2016-2017

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Sub call

H2020-SC1-2017-Two-Stage-RTD

Coordinator

UNIVERSITEIT GENT
Net EU contribution
€ 606 662,50
Address
Sint Pietersnieuwstraat 25
9000 Gent
Belgium

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Region
Vlaams Gewest Prov. Oost-Vlaanderen Arr. Gent
Activity type
Higher or Secondary Education Establishments
Non-EU contribution
€ 0,00

Participants (6)

KATHOLIEKE UNIVERSITEIT LEUVEN
Belgium
Net EU contribution
€ 388 998,75
Address
Oude Markt 13
3000 Leuven

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Region
Vlaams Gewest Prov. Vlaams-Brabant Arr. Leuven
Activity type
Higher or Secondary Education Establishments
Non-EU contribution
€ 0,00
THE UNIVERSITY OF SUSSEX
United Kingdom
Net EU contribution
€ 354 345,00
Address
Sussex House Falmer
BN1 9RH Brighton

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Region
South East (England) Surrey, East and West Sussex Brighton and Hove
Activity type
Higher or Secondary Education Establishments
Non-EU contribution
€ 0,00
KOBENHAVNS UNIVERSITET
Denmark
Net EU contribution
€ 489 426,25
Address
Norregade 10
1165 Kobenhavn

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Region
Danmark Hovedstaden Byen København
Activity type
Higher or Secondary Education Establishments
Non-EU contribution
€ 0,00
NASJONALT KUNNSKAPSSENTER OM VOLD OG TRAUMATISK STRESS AS
Norway
Net EU contribution
€ 617 700,00
Address
Gullhaugveien 1-3
0484 Oslo

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Region
Norge Oslo og Viken Oslo
Activity type
Research Organisations
Non-EU contribution
€ 0,00
UPPSALA UNIVERSITET
Sweden
Net EU contribution
€ 490 883,75
Address
Von Kraemers Alle 4
751 05 Uppsala

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Region
Östra Sverige Östra Mellansverige Uppsala län
Activity type
Higher or Secondary Education Establishments
Non-EU contribution
€ 0,00
TAMPEREEN KORKEAKOULUSAATIO SR
Finland
Net EU contribution
€ 442 558,75
Address
Kalevantie 4
33100 Tampere

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Region
Manner-Suomi Länsi-Suomi Pirkanmaa
Activity type
Higher or Secondary Education Establishments
Non-EU contribution
€ 0,00