“I Talk to Myself”: Exploring the Mental and Emotional Health Experiences of Muslim Rohingya Refugee Adolescents

• Published in: Child & adolescent social work journal 2024-08, Vol.41 (4), p.633-644
• Main Authors: Magan, Ifrah Mahamud, Sanchez, Elizabeth, Munson, Michelle R.
• Format: Article
• Language: English
• Subjects: Adolescents; Behavioral Science and Psychology; Caregivers; Clinical Psychology; Collectivism; Coping; Coping strategies; Educational Environment; Emotions; Empowerment; Ethnic groups; Health Programs; Intervention; Islam; Leadership; Mental health; Mental Health Programs; Mental health services; Minority & ethnic groups; Minority groups; Muslims; Participatory action research; Personality and Social Psychology; Psychology; Qualitative research; Refugees; Reliance; Resilience; Rohingya people; School environment; Social support; Social systems; Sociology; Support networks; Teenagers
• ISSN: 0738-0151; 1573-2797
• DOI: 10.1007/s10560-022-00880-2

There is limited research examining the mental and emotional challenges, social support systems, and coping strategies of Muslim Rohingya refugee adolescents in the United States. The Rohingya, a Muslim ethnic minority group from Myanmar are considered one of the world’s largest stateless populations. This in-depth qualitative study among Muslim Rohingya adolescents aged 12–17 who reside in Chicago, IL (N = 15) builds understanding of their lived experiences of mental and emotional health. Employing a thematic analysis approach and adopting elements of youth Participatory Action Research (yPAR), our findings illuminate: (1) how the US school environment impacts the mental and emotional health of Rohingya adolescents; (2) Rohingya adolescents’ self-reliance as a coping mechanism showcasing their resilience and self-empowerment, and finally (3) the critical role played by their family and their Islamic faith as social support. We argue for the need to develop culturally grounded interventions that center Rohingya adolescents’ collectivist culture, Islamic faith, and their own unique strategies of self-reliance. As such, it is imperative to engage with Rohingya adolescents, their parents and caregivers, as well as refugee community leadership in the creation of mental health programs and interventions. Implications for research, practice, and education are discussed.