School-based psychosocial interventions’ effectiveness in strengthening refugee and migrant adolescents’ mental health, resilience, and social relations: a four-country cluster randomized study

• Caroline Spaas ^[5] ; Sameh Said-Metwaly ^[1] ; Morten Skovdal ^[2] ; Nina Langer Primdahl ^[2] ; Signe Smith Jervelund ^[2] ; Per Kristian Hilden ^[6] ; Arnfinn J. Andersen ^[6] ; Marianne Opaas ^[6] ; Emma Soye ^[3] ; Charles Watters ^[3] ; An Verelst ^[4] ; Ilse Derluyn ^[4] ; Hilde Colpin ^[5] ; Lucia De Haene ^[5]
  1. [1] Damanhour University

     Damanhour University

     Egipto

     
  2. [2] University of Copenhagen

     University of Copenhagen

     Dinamarca

     
  3. [3] University of Sussex

     University of Sussex

     Reino Unido

     
  4. [4] Ghent University

     Ghent University

     Arrondissement Gent, Bélgica

     
  5. [5] KU Leuven University (Bélgica)
  6. [6] Norwegian Centre for Violence and Traumatic Stress Studies (Noruega)

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• Localización: Psychosocial Intervention, ISSN 1132-0559, Vol. 32, Nº. 3, 2023, págs. 177-189
• Idioma: español
• DOI: 10.5093/pi2023a12
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Cada vez se proponen más las intervenciones psicosociales centradas en la escuela como ayuda al bienestar de jóvenes refugiados y migrantes en su realojamiento. No obstante hay pocas pruebas sobre la eficacia de tales intervenciones y los expertos denuncian fallas en dichas pruebas hasta el momento debido a la falta de estudios controlados a gran escala que incluyan medidas de los resultados sociales. El presente estudio de grupos aleatorizados pretende potenciar la base de pruebas sobre intervenciones psicosociales centradas en la escuela con jóvenes refugiados y migrantes analizando el efecto de dos intervenciones, “El drama en el aula” y “Bienvenido al colegio”, en la salud mental, la resiliencia y las relaciones sociales de los jóvenes en Bélgica, Dinamarca, Noruega y el Reino Unido. Se efectuaron análisis multinivel por separado para las dos intervenciones (“El drama en el aula”, n = 307, edad entre 11 y 19 años; “Bienvenido al colegio”, n = 251, edad entre 11 y 23 años) con grupos de control sin tratamiento separados. Los análisis mostraron un efecto positivo principal significativo de “El drama en el aula” en el apoyo familiar percibido y un efecto en el apoyo percibido de los amigos moderado por el país: en el Reino Unido el grupo de intervención presentó un aumento del apoyo percibido de los amigos, mientras que en el grupo control disminuyó. Además la resiliencia básica moderaba el efecto de la intervención de “El drama en el aula” en las dificultades conductuales y en el bienestar. No se apreció efecto de “Bienvenido al colegio” en ninguna de las variables resultado. En términos generales el estudio supone un inédito y detallado aval de las intervenciones psicosociales centradas en la escuela en el caso de adolescentes refugiados y migrantes.

  • English

    School-based psychosocial interventions are increasingly put forward as a way to support young refugees’ and migrants’ well-being and mental health in resettlement. However, the evidence on these interventions’ effectiveness remains scarce and scholars denounce particular gaps in the evidence to date, pointing to a lack of large-scale, controlled studies and studies including social outcome measures. This cluster randomized study aims to strengthen the evidence base on school-based psychosocial interventions for refugee and migrant youth by assessing the effect of two interventions, Classroom Drama and Welcome to School, on youth’s mental health, resilience, and social relations in Belgium, Denmark, Norway, and the United Kingdom. Multilevel analyses were conducted separately for the two interventions (Classroom Drama, n = 307, ages 11-19; Welcome to School, n = 251, ages 11-23), using separate no-treatment control groups. Our analyses indicated a significant main, positive effect of Classroom Drama on perceived family support, and an effect on perceived support from friends that was moderated by country: in the United Kingdom, the intervention group reported an increase in perceived friend support, whereas the control group reported a decrease. Furthermore, baseline resilience moderated the effect of the Classroom Drama intervention on behavioral difficulties and well-being. No effects of Welcome to School on any of the outcome variables were found. Overall, this study provides novel, nuanced evidence on school-based psychosocial interventions for refugee and migrant adolescents.

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