Towards more equitable education: meeting health and wellbeing needs of newly arrived migrant and refugee children-perspectives from educators in Denmark and Sweden

Purpose - In 2015, Scandinavia experienced the arrival of many refugee children. Research has documented a higher prevalence of mental health problems among refugee compared to non-migrant children. Education and schools play an important role in the health and wellbeing of children, especially thos...

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Bibliographic Details
Published in:International journal of qualitative studies on health and well-being 2020-12, Vol.15 (sup2), p.1773207-1773207
Main Authors: Mock-Muñoz de Luna, Claire, Granberg, Alexandra, Krasnik, Allan, Vitus, Kathrine
Format: Article
Language:English
Subjects:
Accountability
Bureaucracy
Children
Childrens health
Education
educators
equity in education
Health disparities
health inequalities
Health problems
Interviews
Measurement
Mental disorders
Mental health
Migrant and refugee children
migrant education policy
Migration
Professional training
Refugees
Scandinavia
Students
Well being
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Summary:Purpose - In 2015, Scandinavia experienced the arrival of many refugee children. Research has documented a higher prevalence of mental health problems among refugee compared to non-migrant children. Education and schools play an important role in the health and wellbeing of children, especially those who are vulnerable, and equity in education may help combat social and health inequalities. This study investigated educators' views on the health and wellbeing needs of migrant children in Copenhagen, Denmark, and Malmö, Sweden, and how schools may address these issues. Methods - We carried out 14 semi-structured interviews with education professionals in both cities and conducted a thematic analysis inspired by the Street Level Bureaucracies theory. Results - Most interviewees recognized NAMR pupils had specific migration-related needs but some expressed being unable to cope with more complex issues due to a lack of vital health and wellbeing services within schools. Recent policies in Denmark further devolved migrant education to municipalities; while in Sweden new policies centralized and standardized procedures. Conclusion - To summarize, educational leaders and staff we interviewed in both countries felt that the lack of resources, professional training, standardized procedures and accountability measurement, together with inflexible systems, inhibited them from providing equitable education, thus possibly reinforcing migration-related health inequalities.
ISSN:1748-2631
1748-2623
1748-2631
DOI:10.1080/17482631.2020.1773207