Educational and Developmental Psychologist最新文献

{"title":"The socio-demographic risk factors for parental burnout in Togo","authors":"Ogma Hatta, Bassantéa Lodegaèna Kpassagou","doi":"10.1080/20590776.2023.2198084","DOIUrl":"https://doi.org/10.1080/20590776.2023.2198084","url":null,"abstract":"ABSTRACT Objective This study aimed to assess the level of parental burnout in Togo and to examine his association with other socio-demographic variables. It is an investigation that took place alongside the International Investigation of Parental Burnout (IIPB). Method Using the Parental Burnout Assessment, 103 parents in Lomé and Tsévié were asked to respond on paper or online questionnaires. Results The results highlighted the low rate of parental burnout among participants and significant associations between parental burnout and the socio-demographic variables. This study suggests that having a high level of education, being male and having very young children are the protective factors against parental burnout. However, few indications were found to establish a relationship between parental burnout and variables like age, ethnic origin, number of children, number of men and women living at home, neighbourhood, or having a paid professional activity. Conclusion Far from being revealing, this study earns to be investigated deeply in much more robust other studies to identify the protective and risk factors for Togolese parents. In any case, burnout prevention programs in countries (especially in the West) with the highest prevalence of parental burnout should learn from the parenting practices of countries with low levels of parental burnout like in Togo. Key Points What is already known about this topic: (1) Parenting is a universal activity that can be stressful for many parents. (2) As child rearing is a collective and social activity, it is the responsibility not only of the family, but also of members of the same neighbourhood, village or ethnic group. (3) The reconfiguration of the family structure (nuclearization) underway in West Africa and Togo limits the role of grandparents, aunts and uncles and cousins in parenting, leaving biological parents alone to deal with the emotional and material needs of children. What this topic adds: (1) This study presents the local situation regarding parental burnout in Togo as part of studies initiated by the International Investigation of Parental Burnout (IIPB). (2) The results of this study highlight the low rate of parental burnout in Togo. (3) They also suggest that in Togo, having a high level of education, being male and having very young children are protective factors against parental burnout. (4) This study suggests that burnout prevention programs in Western (individualistic) countries where the prevalence of parental burnout is highest should be inspired by parenting practices in (collectivistic) countries where the level of parental burnout is low.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84462763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of teacher presence on task performance in online classes: an exploratory study on gazing","authors":"Shinnosuke Ikeda","doi":"10.1080/20590776.2023.2198082","DOIUrl":"https://doi.org/10.1080/20590776.2023.2198082","url":null,"abstract":"ABSTRACT Objectives The COVID-19 pandemic has caused difficulties in conducting face-to-face classes in schools; instead, conducting online classes has been encouraged. However, the effect of the teacher’s screen presence on students’ performance is unclear. This study (n = 60) aimed to explore whether students’ gaze during the task could predict their task performance and examined the difference in students’ performance when the teacher was present on the screen. Design In this study, participants were divided into three groups and completed an error search task to measure their concentration during learning. The task was performed on a PC screen, and each participant was monitored by the experimenter under different conditions. Results The results revealed that although students’ attention was drawn towards the teacher’s face (ps < .05), there was no difference in task performance. However, when the teacher’s face was not shown and only a thumbnail was displayed, students’ gaze was attracted more to that area, and their task performance decreased (r = −.446, p = .049). Conclusion It was suggested that when the teacher shows their face, and students’ attention may be drawn to it. Also, when thumbnails are displayed, students would perform better on assignments if they do not focus on them. KEY POINTS What is already known about this topic: (1) How to measure performance in online learning is an important research topic. (2) The possibility of predicting learning outcomes from gaze patterns has been suggested. (3) Good learners may share a common gaze pattern. What this topic adds: (1) When the teacher shows their face, the learner’s gaze focuses on it. (2) However, the teacher’s presence does not affect the task performance. (3) When only thumbnails were presented, the task performance decreased due to increased gazing at that area.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74508708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COVID-19 pandemic stress and resilience in female college students: a multigroup comparative study of in-person versus online enrolments","authors":"T. L. Chu, Betty A. Rose-Ackley","doi":"10.1080/20590776.2023.2187695","DOIUrl":"https://doi.org/10.1080/20590776.2023.2187695","url":null,"abstract":"ABSTRACT Objective College students, especially females, reported worsened mental health during the COVID-19 pandemic. This multigroup comparative study aimed to explore stress and resilience of female college students between in-person and online enrolments, as well as with and without mental health diagnoses, at early and later stages of the pandemic. Method Participants were 32 female undergraduate students (Mage = 23.75, SD = 6.13) from three classes – Spring 2020 in-person, Spring 2020 exclusively online, and Spring 2021 exclusively online enrolments – in a midwestern regional university in the U.S. They completed two surveys, four weeks apart between Times 1 and 2, quantitatively and qualitatively assessing perceived stressors, stress levels, and resilience. Frequency analyses, Wilcoxon signed-rank tests, and Mann-Whitney U tests were conducted by class. Results Overall, the most reported stressors in Time 1/Time2 were school (25.83%/26.36%), family (16.67%/18.33%), and lifestyle (16.67%/15.00%). On average, students with mental health diagnoses perceived more stressors, especially at the onset of the pandemic, than those without. Findings were presented and interpreted using cross-case analysis, suggesting that the pandemic stress and resilience depended upon students’ enrolment format and associated stressors. Conclusions This study offered practical implications for addressing student stressors during a crisis, across in-person and online enrolments, through targeted interventions. Key Points What is already known about this topic: College students increasingly reported elevated stress and mental health issues during the pandemic, negatively impacting females more than males. The transition from in-person to online education at the onset of the pandemic added stress to students’ lives. People with mental health diagnoses tend to have negative appraisals and lower levels of resilience to regulate stress than those without diagnoses. What this paper adds: This study implemented a case study approach to take a deeper look at female college students’ pandemic stressors and resilience to inform personalized interventions. Female students who enrolled exclusively online before the pandemic reported fewer school stressors but more family stressors during the pandemic than those who enrolled in person. Findings across all three classes suggest that the female students with mental health diagnoses perceived more stressors and higher stress levels than those without diagnoses across pandemic stages.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73961392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychosocial interventions to support retirement well-being and adjustment: a systematic review","authors":"A. Cassanet, W. McKenzie, L. McLean","doi":"10.1080/20590776.2022.2161360","DOIUrl":"https://doi.org/10.1080/20590776.2022.2161360","url":null,"abstract":"ABSTRACT Objective Adjustment to retirement is heterogeneous in nature, and for some, but not all individuals, may require well-being support. However, limited information is available on the types of psychosocial interventions that can be effective during this time of transition with pre-retirees or retirees. This review identified psychosocial interventions with adults before and during retirement, and their effectiveness in maintaining or increasing well-being. Method Following PRISMA guidelines, a multi-database systematic literature review, with a two-stage screening process, was conducted utilising narrative synthesis. Records were independently screened by two screeners against set inclusion and exclusion criteria. Results Two thousand four hundred and thirty-six records were identified for screening with 20 studies found eligible for final review. These included seven randomised controlled trial studies (RCT), six non-randomised quasi-experimental controlled studies, and seven single group pre/post intervention studies. Interventions covered cognitive behavioural therapy (CBT), positive psychology, mentoring, family therapy and others. Conclusions The review highlighted the benefits of psychosocial support to adults’ well-being before and after they retire, especially with participation in group-based programs utilising elements of CBT. There was also evidence for well-being maintenance with longer running interventions. Results should be considered in the development of future psychosocial interventions to support individuals during this important life phase in older adulthood. KEY POINTS What is already known about this topic: (1) Retirement is a complex life phase that can affect well-being both positively and negatively depending on personal circumstances. (2) The retirement transition is a process of adjustment which occurs over time. (3) There is limited information regarding mental health and well-being interventions for pre-retirees/retirees. What this topic adds: (1) Detailed information on the types of psychosocial interventions that have been designed for pre-retirees and retirees during the adjustment phase (transition). (2) Evidence for psychosocial intervention efficacy in supporting individuals before and during retirement. (3) Insight into what types of therapies have been effective and for what outcome variables, in increasing or maintaining well-being while adjusting to retirement.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80576147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does the size of tracing actions affect learning outcomes?","authors":"Felicity Galbraith, Paul Ginns","doi":"10.1080/20590776.2022.2161879","DOIUrl":"https://doi.org/10.1080/20590776.2022.2161879","url":null,"abstract":"ABSTRACT Objective Explicit instructions to students to use the index finger to trace out specified elements of mathematics worked examples have been shown to improve mathematics learning outcomes; however, there is limited research on whether the magnitude of tracing actions impacts these outcomes. Method Using an experimental design, 34 adults were randomly allocated to an experimental (tracing out larger ellipses) or control (tracing out smaller ellipses) condition. We hypothesised explicit instructions to make larger tracing actions on the surface of worked examples on a mental mathematics skill would support learning more than making smaller tracing actions. Video analysis established the two conditions differed in distance traced in the expected direction. Results Contrary to hypotheses, making larger tracing actions did not result in better post-lesson problem-solving. Instead, an aptitude–treatment interaction was established between multiplication expertise and experimental condition, with less expert students in particular solving more similar post-test problems after making smaller tracing actions. This interaction may reflect a split-attention effect generated by experimental materials. Conclusions Findings suggest there needs to be close consideration of how instructions to trace lesson elements are designed, so that visual processing following the index finger supports rather than hinders learning. Directions for future research are discussed. KEY POINTS What is already known about this topic: Worked examples are an effective learning format for novices to learn to solve problems. Making tracing actions on the surface of worked examples helps novices learn. Theory and research suggest larger actions may enhance learning. What this topic adds: Smaller tracing actions were more effective than larger tracing actions, particularly for less expert learners. This study establishes the importance of learner expertise in testing alternative tracing-based instructional designs. Instructional designers need to balance the design of traceable lesson elements with potential effects on visual processing.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85601198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reimagining teacher identity in the post-Covid-19 university: becoming digitally savvy, reflective in practice, collaborative, and relational","authors":"Gabriella Foreman-Brown, E. Fitzpatrick, Kaye Twyford","doi":"10.1080/20590776.2022.2079406","DOIUrl":"https://doi.org/10.1080/20590776.2022.2079406","url":null,"abstract":"ABSTRACT Objective Through the crisis of Covid-19 university teachers have been pushed into the realm of emergency remote teaching (ERT), familiar ways of living, working and being, brought unprecedented additional uncertainty and vulnerability to an already highly complex context. The purpose of this narrative review was to look at how these transformations affected teacher identity and the ways relationality shifted during this time. The intention was to bring relationality, care, collaboration, and excellent teaching possibilities, into the centre of our thinking. Whilst recognising the pandemic as a traumatic experience for many, it is a hopeful paper. Method An examination and thematic analysis of literature published from March 2020–November 2020 on ERT. Results The crisis and corresponding shift to teaching online demanded faculty to overcome their bias against online delivery, reimagine teaching, resulting in increased innovation and unexpected positive experiences which continue to rise. Conclusion Teachers already engaging with student-centred approaches, relational pedagogies, reflective practice, community networks, and/or digital technologies managed the transition to online teaching and learning more effectively. Future teacher training requires effective online education, how to design and deliver, how to collaborate, and how to make relational connections with others, and access to resources. KEY POINTS What is already known about this topic: Teacher identity is complex and always changing where fluctuating valence forces a re-evaluation of one’s identity. Teachers experience tension between their “core” ideal teacher identity such as the care and commitment to students and their occasional identity as adapters to external factors. Covid-19 has resulted in a rapid change emergency remote teaching with additional uncertainty and vulnerability. What this topic adds: Skills that enabled teachers to adapt to the rapid shift to remote teaching more effectively were student-centred approaches, relational pedagogies, reflective practice, community networks and/or digital technologies. Teacher identity was reimagined through emergency remote teaching as they worked remotely. Suggestions for further teacher development and support to enhance teacher effectiveness when responding to change and working remotely include strategies to strengthen and maintain digital competence to ensure teachers identity and their core values are recognised.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75843058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-imagining teaching, learning, and well-being amidst the COVID-pandemic: challenges, opportunities, and recommendations","authors":"Ronnel B. King, Hongbiao Yin, Kelly-Ann Allen","doi":"10.1080/20590776.2023.2148827","DOIUrl":"https://doi.org/10.1080/20590776.2023.2148827","url":null,"abstract":"The COVID-19 pandemic has presented as one of the largest educational disruptions in recent times. It has wrought significant challenges to not only teaching and learning but also well-being. Students have experienced significant learning loss during the pandemic (Engzell et al., 2021; Skar et al., 2021; Storey & Zhang, 2021) and a decline in well-being among some student, teacher, and parent populations (Golberstein et al., 2020; Rajkumar, 2020). School closures have been enforced in almost every country creating immense change to the learning and teaching experiences of more than 1.7 billion students and their families spread over 188 countries (Schleicher, 2020). The impact of COVID-19 has been felt across all school and educational settings, including higher education, necessitating students, teachers, and educational practitioners to re-imagine education. In this special issue, we invited contributors to discuss the challenges and possibilities that students, teachers, and parents faced during the COVID-19 pandemic, identify the opportunities for adapting to the long-term challenges of the pandemic, and propose recommendations for educational systems grappling with the consequences of the pandemic for a world where COVID is endemic. This SI is global in scope and focuses on the nexus of teaching, learning, and wellbeing. It not only covers work done in Western developed countries such as the US and the UK but also highlights research in other parts of the world including Bangladesh, Chinese Mainland, Hong Kong SAR, India, the Philippines, Singapore, Turkey, and Vietnam. The articles are organized into two broad parts: teaching and learning (Part 1) and well-being (Part 2). The first four papers focus on issues of teaching and learning (Easterbrook et al., 2022; Foreman-Brown et al., 2022; Roy et al., 2022; Spiteri et al., 2022). They highlight the challenges faced by students and teachers during the shift to online teaching and learning and proffer some solutions to address these challenges. The second section concentrates on wellbeing related to students, teachers, and parents. The papers in this section provide potential solutions to maintain or increase well-being during uncertain times such as COVID-19 (Akdeniz & Gültekin Ahçı, 2022; Galanza et al., 2022; Harrison et al., 2022; Pham & Phan, 2022; Saw et al., 2022; Shenoi et al., 2022; Tan et al., 2022; Tiwari et al., 2022; Wang et al., 2022).","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82465786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning of assessment in teacher education: the role of epistemic beliefs","authors":"Mike Yough, D. Tan, Heather N. Fedesco, H. Cho","doi":"10.1080/20590776.2022.2121160","DOIUrl":"https://doi.org/10.1080/20590776.2022.2121160","url":null,"abstract":"ABSTRACT Objective Being skilled in the development and use of assessments is crucial if teachers are to know whether their students are meeting learning objectives. Unfortunately, many preservice teachers hold beliefs at odds with views that are adaptive for the promotion of learning. The purpose of this mixed-methods study was to explore the relationships between epistemic beliefs and preservice teachers’ understanding of foundational concepts of assessment. Method Participants were 282 undergraduate students enrolled in an educational psychology course. Multiple regression was used to examine these relationships followed by a deductive analysis of field journal entries. Results Results revealed a relationship between epistemic beliefs and understanding of assessment. Those with beliefs in knowledge as more fluid and evolving made more connections between the course and their field experience and demonstrated greater understanding of foundational concepts. Conclusions Our findings suggest that teacher education programs should be structured in ways to promote these beliefs. Such beliefs may result in more effective teaching and assessment practices more congruent with the promotion of meaningful learning amongst the next generation of students. KEY POINTS What is already known about this topic: (1) Epistemic beliefs play a role in what is learned. (2) Epistemic beliefs are associated with metacognitive strategy use, reasoning skills, critical thinking skills, creativity, and motivation. (3) Assessment practices can shape students’ beliefs about the nature of knowledge. What this study adds: (1) A mixed-methods examination of epistemic beliefs in teacher education. (2) Quantitative results reveal epistemic beliefs significantly contribute to the variance in preservice teachers learning of foundation concepts of assessment. (3) Qualitative results reveal students with more epistemic beliefs are more likely to make connections between coursework and field experiences.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84485717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stress, anxiety, and depression in professional graduate students during COVID 19 pandemic","authors":"B. Balakrishnan, Vijaya Prakash Krishnan Muthaiah, Cherie Peters‐Brinkerhoff, Mohan Ganesan","doi":"10.1080/20590776.2022.2114341","DOIUrl":"https://doi.org/10.1080/20590776.2022.2114341","url":null,"abstract":"ABSTRACT Background The mental health of Doctor of Physical Therapy (DPT), Master of Occupational Therapy (MOT), and Doctorate of Occupation Therapy (OTD) students was impacted by the COVID- 19 pandemic. The investigators explored the impact of the pandemic on the students’ mental health. Methods The study included 90 students from the DPT, MOT, and OTD programs. The data was collected using a survey including demographics and the Depression Anxiety Stress Scales-21. Results The prevalence of stress, anxiety, and depression increased two-fold in all three disciplines of students. Out of the 90 students, 60% reported stress, 52.2% anxiety, and 53.3% depression. No significant difference was observed between genders, marital status, and the different disciplines. Conclusion This study shows that graduate DPT, MOT, and OTD students experienced a significant degree of mental health disorder during the pandemic. Adequate measures need to be adopted to support the well-being of the students and for a successful academic career. KEY POINTS What is already known about this topic: The COVID-19 pandemic resulted in a change in graduate education such as methods of teaching, practical learning strategies, and evaluation techniques. Changes in education methods resulted in a higher prevalence of mental health issues including stress, anxiety, and depression in students and the general population. DASS-21 is a reliable and valid scale to measure stress, anxiety, and depression. What this topic adds: (1) This study explored mental health issues in physical therapy and occupational therapy profession graduate students in the United States. (2) It recognized a two-fold increase in stress, anxiety, and depression in graduate students during the COVID-19 pandemic. (3) This study documented no difference in perceived stress, anxiety, and depression between the Flex program and residential program as well as DPT, MOT, and OTD students.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78248581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“What was your home country like?”- Syrian refugee youths’ experiences of school belonging","authors":"Zoha Salam, A. Gajaria, O. Wahoush, E. Nouvet","doi":"10.1080/20590776.2022.2111209","DOIUrl":"https://doi.org/10.1080/20590776.2022.2111209","url":null,"abstract":"ABSTRACT Objective To explore the experiences of how Syrian refugee youth resettled in Canada negotiate and facilitate a sense of belonging within their school environment. Method Semi-structured interviews in English were conducted with nine Syrian refugee youths aged 16 to 18. The content of the interviews was analysed through Interpretive Phenomenological Analysis. Results Participants identified a variety of factors which helped them or became hurdles for within this process. Three themes of language proficiency, shared experiences, and school environment were described. Overall, it was apparent that schools with robust policies, such as having trained teachers and language support programmes, were important in facilitating belonging. Peers who were from the same sociocultural background or were migrants themselves often were highlighted as important individuals as they acted as cultural brokers. Conclusion Syrian refugee youth within this study actively found ways to facilitate belonging within their school environments, even if there was a lack of structural support in the forms of inadequate language programmes or poor school policies. This study’s findings also iterate that Syrian refugee youth are active agents in their environments, as they engage in various opportunities to socialize, integrate, and thrive in their new environments. KEY POINTS What is already known about this topic: Refugee youth face a plethora of challenges when integrating into a new school. The education system is a very important agent of socialization. School climate has implications for influencing outcomes of mental health and wellbeing. What this topic adds: Attention to how structural supports are crucial in supporting refugee youth integrate to their schools. Emphasis on how refugee youth are active agents in the process of facilitating belonging within a school environment. Highlighting how the education system is a frontier for facilitating positive resettlement outcomes and sociocultural integration","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86851172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}