The Role of Schools in Identifying and Referring Refugee Background Young People Who Are Experiencing Mental Health Issues

Refugee background young people are at increased risk of mental health problems. In countries of refugee resettlement, schools are important sites where mental health difficulties can be identified and service access facilitated; however, little is known about how best to support these practices wit...

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Bibliographic Details
Published in:The Journal of school health 2020-03, Vol.90 (3), p.172-181
Main Authors: Baak, Melanie, Miller, Emily, Ziersch, Anna, Due, Clemence, Masocha, Shepard, Ziaian, Tahereh
Format: Article
Language:English
Subjects:
Access to Health Care
Allied Health Personnel
Barriers
Cultural Influences
Embeddedness
Foreign Countries
Health behavior
Health problems
Health risks
Health services
Interviews
Language Usage
Mental Disorders
Mental Health
Mental Health Programs
Mental health services
Nursing
Parent Participation
Parenthood education
Referral
Referrals
refugee students
Refugees
Relocation
Resettlement
School based programs
School Health Services
School Personnel
School Role
Schools
Secondary education
Secondary school teachers
Secondary Schools
secondary teachers
Social Bias
Staff Development
Stigma
Student Behavior
Student Needs
Student support services
Students
Teachers
Training
Young Adults
Youth
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Summary:Refugee background young people are at increased risk of mental health problems. In countries of refugee resettlement, schools are important sites where mental health difficulties can be identified and service access facilitated; however, little is known about how best to support these practices within schools. This article explores school and mental health service providers' perspectives on mental health challenges and referral pathways for refugee youth in South Australia. It draws on semi-structured in-depth interviews with 17 secondary school staff and 10 mental health service providers, which were analysed thematically. Key challenges for school staff in identifying mental health issues were understanding behaviours, overcoming stigma, cultural and linguistic barriers, engaging with parents, staff preparation and training, and embeddedness within Western understandings of mental health. There was also limited awareness of appropriate mental health services and referral pathways. Service providers recognised schools' key role in identifying mental health issues for refugee students. Enhanced training and support is required for teachers to identify and refer students who might be experiencing mental health issues. 'On-site' school services, bi-cultural workers, and increased knowledge of existing within-school supports and referral pathways to external services would enhance outcomes for refugee students. [Author abstract]
ISSN:0022-4391
1746-1561
DOI:10.1111/josh.12862