TY - JOUR

T1 - Towards more equitable education

T2 - meeting health and wellbeing needs of newly arrived migrant and refugee children—perspectives from educators in Denmark and Sweden

AU - Mock-Muñoz de Luna, Claire

AU - Granberg, Alexandra

AU - Krasnik, Allan

AU - Vitus, Kathrine

PY - 2020

Y1 - 2020

N2 - 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.

AB - 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.

KW - educators

KW - equity in education

KW - health inequalities

KW - Migrant and refugee children

KW - migrant education policy

KW - Scandinavia

U2 - 10.1080/17482631.2020.1773207

DO - 10.1080/17482631.2020.1773207

M3 - Journal article

C2 - 33297896

AN - SCOPUS:85097398035

VL - 15

JO - International Journal of Qualitative Studies on Health and Well-being

JF - International Journal of Qualitative Studies on Health and Well-being

SN - 1748-2623

IS - Supplement 2

M1 - 1773207

ER -