A mixed systematic review of interventions to support the well-being of refugee youth in school and community settings

Abstract

Purpose

To systematically review the evidence for school and community based interventions aimed at improving the well-being of refugee children and youth.

Design

Mixed studies systematic review (PROSPERO CRD42021253571).

Method

Nine electronic databases were searched for articles published in English that investigated the effects of psychological interventions aimed at improving distress, mental health symptoms, or increase psychological functioning and were provided in school or community settings. The search was limited to January 1, 2013 to November 3, 2023. A grey literature search was completed using the WHO International Clinical Trials Registry. Quality appraisal and risk of bias was undertaken using the Mixed Methods Appraisal Tool.

Results

Thirty-four studies were deemed eligible for inclusion representing data from 9,400 children and youth and were narratively reviewed and synthesized. CBT interventions were the most studied intervention and reported the most positive results overall, including improvements to trauma, depression, and anxiety symptoms. Results for psychosocial, creative expressive therapies, and trauma systems therapy interventions were mixed. Thematic synthesis of qualitative data reflected youths’ experiences including feeling increased connection to others, decreased negative feelings, and increased well-being as benefits of the interventions.

Conclusions

Refugee children and youth benefit from evidence-based psychological interventions in school and community sites. CBT interventions were effective in both school and community settings. Other therapeutic modalities such as creative expressive therapies, psychosocial interventions, and trauma systems therapy reported less consistent results and would benefit from further study.