Post-migration Stressors and Subjective Well-Being in Adult Syrian Refugees Resettled in Sweden: A Gender Perspective

A number of post-migration stressors have been shown to adversely affect mental health in refugees resettled in high-income countries, including poor social integration, financial difficulties and discrimination, and recent evidence suggests that these effects are gender specific. Social support has been found to buffer against post-migration stress in some studies on refugee populations, though the evidence on this is mixed. The present study used cross-sectional survey data from a nationwide, randomly sampled group of adult refugees from Syria resettled in Sweden between 2008 and 2013 (Nsample = 4,000, nrespondents = 1,215, response rate 30.4%) to investigate gender-specific associations between post-migration stressors and subjective well-being (SWB) and whether these associations were modified by social support. SWB was measured with the WHO-5 Well-being Index (scaled 0–100), dichotomized into high (≥50) and low (<50) SWB. Main analyses were stratified by gender, and regressed SWB on four domains of post-migration stress (financial strain, social strain, competency strain and discrimination) using logistic regression, adjusting for sociodemographic variables and traumatic experiences. Social support was tested as an effect modifier. In fully adjusted models, main risk factors for low SWB were high financial strain, especially in males (ORhigh vs. low strain, males = 10.30 [4.91–21.6], p < 0.001 vs. ORhigh vs. low strain, females= 3.84 [1.68–8.79], p = 0.002), and high social strain, only in males (ORhigh vs. low strain, males = 9.21 [3.96–21.4], p < 0.001 vs. ORhigh vs. low strain, females = 1.03 [0.40–2.64], p = ns). There was some evidence that social support buffered the adverse association of financial strain with SWB. In conclusion, the present study found clear support of gender-specific effects of post-migration stressors on SWB. Mitigation strategies and interventions should be aware of and sensitive to these potential gendered effects, and future research exploring mental health in the context of resettlement stress should have a heightened focus on the important role of gender.

Psychological distress, resettlement stress, and lower school engagement among Arabic-speaking refugee parents in Sydney, Australia: A cross-sectional cohort study

Background Schools play a key role in supporting the well-being and resettlement of refugee children, and parental engagement with the school may be a critical factor in the process. Many resettlement countries have policies in place to support refugee parents’ engagement with their children’s school. However, the impact of these programs lacks systematic evaluation. This study first aimed to validate self-report measures of parental school engagement developed specifically for the refugee context, and second, to identify parent characteristics associated with school engagement, so as to help tailor support to families most in need. Methods and findings The report utilises 2016 baseline data of a cohort study of 233 Arabic-speaking parents (77% response rate) of 10- to 12-year-old schoolchildren from refugee backgrounds across 5 schools in Sydney, Australia. Most participants were born in Iraq (81%) or Syria (11%), and only 25% spoke English well to very well. Participants’ mean age was 40 years old, and 83% were female. Confirmatory factor analyses were run on provisional item sets identified from a literature review and separate qualitative study. The findings informed the development of 4 self-report tools assessing parent engagement with the school and school community, school belonging, and quality of the relationship with the schools’ bilingual cultural broker. Cronbach alpha and Pearson correlations with an established Teacher–Home Communication subscale demonstrated adequate reliability (α = 0.67 to 0.80) and construct and convergent validity of the measures (p < 0.01), respectively. Parent characteristics were entered into respective least absolute shrinkage and selection operator (LASSO) regression analyses. The degree of parents’ psychological distress (as measured by the Kessler10 self-report instrument) and postmigration living difficulties (PLMDs) were each associated with lower school engagement and belonging, whereas less time lived in Australia, lower education levels, and an unemployed status were associated with higher ratings in relationship quality with the schools’ cultural broker. Study limitations include the cross-sectional design and the modest amount of variance (8% to 22%) accounted for by the regression models. Conclusions The study offers preliminary refugee-specific measures of parental school engagement. It is expected they will provide a resource for evaluating efforts to support the integration of refugee families into schools. The findings support the need for initiatives that identify and support parents with school-attending children from refugee backgrounds who are experiencing psychological distress or resettlement stressors. At the school level, the findings suggest that cultural brokers may be effective in targeting newly arrived families.

African migrants and stress coping strategies in Australia: Implications for social work

This research investigates resettlement stress among African migrants in Australia and how migrants manage stress. The research used 30 semi-structured interviews with African migrants in Western Australia. Participants used various strategies, including reliance on family as a community and on God – usually constructed by alliance rather than kinship – to manage stress. The article’s key contribution highlights the multilayered approach for social work to integration strategies for migrants. The study identifies three significant issues emerging: the importance of ‘families’ as community networks, the experience of discrimination and the significance of faith in God as crucial migrant support factors.

Immigrant Students

In this chapter we offer a social-ecological perspective on educating the most vulnerable immigrant students, emphasizing the interaction between youth and the environment, including the family, school, peer group, community, larger society, and country of origin. Viewing immigrant children and youth through this ecological prism can help educators better understand the complex contexts in which they live and provide them with more tools to address issues that affect learning and behavior in the classroom. By using a strengths-based approach, schools can help support the development of resilience among immigrant students who have faced adversity, whether due to traumatic migration journeys, resettlement stress, academic challenges, or discrimination. By learning about and celebrating the cultures and backgrounds of immigrant students, identifying and focusing on strengths, engaging their families and communities, providing transitional academic support, and protecting civil rights, educators can make a significant difference in immigrant students’ lives.