Refugee children - Knowledge

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address the phenomenon of alienation that migrant students face in schools outside of their home countries, where the positioning of English language teachers and their students create power dynamics emphasizing the inadequacies of foreign-language speakers, intensified by the use of compensatory programs to cater to 'at-risk' students. In order to adequately address state-less migrant populations, curricula has to be relevant to the experiences of transnational youth. One way to incorporate the experiences of transnational youth in the classroom is through what scholars have described as Narrative and Constructive Education. In Narrative and Constructive Education, teachers are often themselves immigrants and they share their own personal experience to "connect and inspire their students". This teaching method has proved to be effective in a case study of schools that are part of Ednovate, a charter school management company located in Southern California that contains a majority ethnic immigrant and first-generation population. When students "interact with teachers that come from a similar background, their interest in schooling increases". This type of instruction can help motivate refugee children to advance their education as they are able to identify with their authoritative figures. Another pedagogical approach that can be incorporated is an inclusive language approach. In 2005, Arnot and Pinson's study discussed the "ethos of inclusion" as an important characteristic of schools that have refugee students. This classroom approach provided "intensive language and learning support... used visual resources to provide information" and developed "a student-centred, inclusive curriculum which is designed to provide a learning environment and structure suitable for a whole range of students". Pedagogical researchers and policy makers can benefit from lessons learned through participatory action research in refugee camps, where student cited decreased self-esteem associated with a lack of education.

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fact that the war-torn state of their homes is unsafe. This sudden loss of familiarity places children at a greater risk for mental dysfunction. In addition, studies have shown that refugee children show a higher vulnerability to stress when separated from their families. Studies from treatment facilities and small community samples have confirmed that refugee youth are at higher risk for psychopathologic disorders, including post-traumatic stress disorder, depression, conduct disorder, and problems resulting from substance abuse. Refugee children living in high-income countries have a prevalence of depression of 3–30%, with an average prevalence of 18%. However, other large-scale community surveys have found that the rate of psychiatric disorder among immigrant youth is not higher than that of native-born children. Nonetheless, experiments have shown that these adverse outcomes can be prevented through adequate protective factors, such as social support and intimacy. Additionally, effective adaptation strategies, such as absorption in work and creation of pseudofamilies, have led to successful coping in refugees. Many refugee populations, particularly Southeast Asian, undergo a secondary migration to larger communities of kinfolk from their countries of origin, which serve as social support networks for refugees. Research has shown that family reunification, formation of new social groups, community groups, and social services and professional support have contributed to successful resettlement of refugees.

73:, and social marginalization in their home, transit, and destination countries. Language barriers and legal barriers in transit and destination countries often bar refugee children and their families from accessing education, healthcare, social protection, and other services. Many countries of destination also lack intercultural supports and policies for social integration. Such threats to safety and well-being are amplified for refugee children with disabilities. Studies done by the U.N. High Commissioner for Refugees show that only half of all refugee children that are elementary school-aged are able to access schooling. Similarly, amongst secondary school-aged children, only 22 percent of children can access schooling. Unfortunately, this culminates in a rate of access to higher education of only one percent amongst all refugees. Additionally, North American schools often do not have the resources needed to support refugee children. Refugee children often have to handle discrimination, low socioeconomic status, have no family, or come to a setting that clashes with their cultural beliefs leading to behavioral issues teachers are not always prepared for. Extracurricular resources provided to refugee children include supplementary curriculum enrichment resources, videos for the goal or increasing parent and school awareness, informational leaflets and handbooks, as well as ICT based resources, which serve to benefit refugee involvement in the school. 812:, the United Nations Educational, Scientific, and Cultural Organization. The report notes that, globally, 91 percent of children attend primary school. For all refugees, that figure is at 61 percent. Specifically in low-income countries, less than 50 percent of refugees are able to attend primary school. As refugee children get older, school enrollment rates drop: only 23 percent of refugee adolescents are enrolled in secondary school, versus the global figure of 84 percent. In low-income countries, nine percent of refugees are able to go to secondary school. Across the world, enrollment in tertiary education stands at 36 percent. For refugees, the percentage remains at one percent. In 2016, at the General Assembly Summit for Refugees and Migrants, the UNHCR called "for a broad partnership between government humanitarian agencies, development partners and the private sector to address the huge gaps in the provision of quality education for all refugees". Following this summit, the UNHCR met with companies, governments and philanthropists at the 2016 World Humanitarian Summit in Turkey to create the "Education Cannot Wait fund, an initiative to meet the educational needs of millions children and youth affected by crises around the world". Even though there have been global discussions, the UNHCR still believes there needs to be more action taken to fully address this issue at a global level. 1072:, live with families in low socioeconomic circumstances, have no family, and/or have conflicts with their traditional cultural beliefs. The International Network of Public Schools is a model that can be emulated by schools serving immigrant students or English language learners. These schools prepare teachers specifically for working with refugee and immigrant students. In one example, Strekalova explains that the "most frequent stressful events Croatian refugee children have experienced prior to coming to the United States include: "loss of home (80%), loss of personal belongings (66.7%), separation from family members (66.7%), damage to property (48.9%), exposure to enemy attacks (46.7%), and death of a family member or friend (37.8%). Experiences such as these heavily shape a student's learning ability and educational needs. Teachers must be equipped with not only increased training to address students facing these issues, but the ability to increase student participation in their instruction and allow for the classroom assimilation of students with limited backgrounds in formal education According to the study, teachers who understand these barriers refugee children face and thus the inappropriate behavior they may exhibit can help their students have a more positive school experience. 1139:

on integrating students into public schools or into their host society. These schools are also not regulated and do not provide good quality education. However, many refugees prefer to attend these schools as opposed to public schools because they feel more respected and supported. Many public schools are not equipped to properly teach refugee students. Not only are their teachers not trained to teach refugee children, the curriculum ostracizes refugee students. For example in Turkey, public schools only teach in Turkish with no support for those who do not speak Turkish. This makes it extremely difficult for Syrian refugees, who only speak Arabic, to integrate, learn and assimilate in Turkish schools. In the U.S the majority of public schools have English as Second Learner (ESL) programs, to help non-native English speakers catch up to their classmates. ESL programs often lack rigorous curriculum that challenges students and one study points out that ESL teachers are not equipped to understand and care about students. Teachers who do want to support their students in a holistic way often lack support and resources from the school. ESL programs are also often subject to lack of stability in teachers and curriculum which hinders students' learning.

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education by making assimilation more difficult from the start, in addition to perpetuating prejudice and ethnic discrimination. By exalting American identity as the standard, classical assimilation perpetuates racial hierarchies and stereotypes. The second method, acculturation and assimilation into the urban underclass, is even more susceptible to exacerbating institutionalized racism and legacies of xenophobia. Acculturation and assimilation into the urban underclass refers to assimilation into disadvantaged and impoverished communities within the United States, furthering the cycle of poverty and struggle that many refugees are seeking to escape in the first place. This second method is again an example of legacies of racism and xenophobia, as it preys upon the historic marginalization of ethnic minority communities in the United States. Additionally, public education in the United States for the urban underclass faces a variety of issues independent of refugee education programs – the second method of assimilation results in refugees assimilating to communities that are historically underserved educationally, even without taking into account the various barriers and negative impacts of poorly run refugee education programs.

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degree and kind of assimilation varies, as demonstrated by Alejandro Portes and Min Zhou's theory of segmented assimilation. According to Xie and Greenman, that theory posits three paths to assimilation in the United States. The first theory, related to the theory of classical assimilation, is of increasing integration into the American middle class. In contrast, the second theory is of assimilation into the urban underclass, which according to Xie and Greenman leads to poverty and downward mobility. The third theory of selective acculturation highlights conserving the culture of the immigrant community paired with economic integration. With additive assimilation strategy, cultural ties are kept while refugee children continue integrating economically and in their educational institutions. According to Xie and Greenman, legacies of institutionalized racism and xenophobia can be exacerbated by the first and second methods suggested by Portes and Zhou. The first method, classical assimilation theory, relies heavily on the premise that Americanization is inherently good.

467:, for instance, unaccompanied children, who usually do not have any kind of legal assistance, must prove beyond any reasonable doubt that they are in need of the country's protection. Many children do not have the necessary documents for legal entry into a host country, often avoiding officials due to fear of being caught and deported to their home countries. Without documented status, unaccompanied children often face challenges in acquiring education and healthcare in many countries. These factors make them particularly vulnerable to hunger, homelessness, and sexual and labor exploitation. Displaced youth, both male and female, are vulnerable to recruitment into armed groups. Unaccompanied children may also resort to dangerous jobs to meet their own survival needs. Some may also engage in criminal activity or drug and alcohol abuse. Girls, to a larger extent than boys, are vulnerable to sexual exploitation and abuse, both of which can have far-reaching effects on their physical and mental health. 1213:

extracurricular language, academic, and social development support provided by the school yielded improvements in the refugee children who attended. The study demonstrated that school staff could also support refugees by raising awareness of refugee culture. For example, some schools in Los Angeles arranged celebrations, assemblies, and cultivated a school environment that actively involved the different cultures, languages and backgrounds of the refugees. The study concluded that the actions of the school had an overall positive effect on the attitudes and empathy of refugee children. Additionally, an anthropological paper found that participation in after school programs lead to increased self concept, high school achievements, educational aspirations and interpersonal competence. As vulnerable populations, marginalized by language, ethnicity, religion and class, refugees can find support in community based organizations as stated by that paper.

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emergency fund leading to a lack in long term-planning, which can lead to refugees being educated in separate schools and informal community based schools. Iran has a policy including refugees into their education system allowing refugees to join in the same extracurricular programs. As for extracurricular participation, a 2016 publication noted that refugee children often have similar amounts of participation in most extracurricular school activities; however, they are less likely to participate in after school sports activities, attend day care, and participate in a parent-child conference. A 2011 review noted that schools alone do not provide enough support for refugees and their cultural and linguistic needs. Thus the paper suggests that secondary school programs like the Refugee Action Support (RAS) program can benefit refugee literacy by creating a partnership of schools and non-government organizations.

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with a change in behavior that may include anxiety, self-harm, aggressiveness or suicide. A 2017 study conducted in Syria by Save the Children determined that 84% of all adults and most children considered ongoing bombing and shelling to be the main psychological stressor, while 89% said that children were more fearful as the war progressed, and 80% said that children had become more aggressive. These stressors are leading causes of the symptoms described above, which lead to diagnosis of PTSD and toxic stress, among other mental conditions. These issues may then be further exacerbated by a forced migration to a foreign country, and the beginning of the process of refugee status determination. A review of refugee children in high-income countries showed PTSD prevalence ranging 19–54%, with an average prevalence of 36%.

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facilities had cholera rates of 16%, whereas camps without such facilities had cholera rates that were almost three times higher. In a single week in 2017, 5,011 cases of diarrhea in refugee camps in Cox's Bazar in Bangladesh were reported. In response, UNICEF started a year-long cholera vaccination campaign in October 2017, targeting all children in the camps. At health centers in the refugee camps, UNICEF has been screening for potential cholera cases and providing oral rehydration salts. Community-based health workers are also going around the camps to share information on the risks of acute watery diarrhea, the cholera vaccination campaign, and the importance and necessity of good hygiene practices.

875:, child labour, exploitative and dangerous work and teen pregnancy. However, since only half of refugees have access to education in comparison to children globally, refugee children's needs and achievements remain largely unmet and invisible. The lack of access to education for refugees, according to the UNHCR, treats education as a "luxury" and not the "necessity" that it is. In countries where they lack official refugee status, refugee children are unable to enroll in national schools. In Kuala Lumpur, Malaysia, unregistered refugee children described being hesitant to go to school, due to risk of encountering legal authorities at school or while on the way to and from school. 908: 500:

longer accept refugee youth with "complex needs", such as those with disabilities, until further notice. Refugee children without caretakers have a greater risk of exhibiting psychiatric symptoms of mental illnesses following traumatic stress. Unaccompanied refugee children display more behavioral problems and emotional distress than refugee children with caretakers. Parental well-being plays a crucial role in enabling resettled refugees to transition into a new society. If a child is separated from his/her caretakers during the process of resettlement, the likelihood that he/she will develop a mental illness increases.

77: 1103:. Schools meet the psychosocial needs of children affected by war or displacement through programs that provide children with avenues for emotional expression, personal support, and opportunities to enhance their understanding of their past experience. Refugee children benefit from a case-by-case approach to learning, because every child has had a different experience during their resettlement. Communities where the refugee populations are bigger should work with the schools to initiate after school, summer school, or weekend clubs that give the children more opportunities to adjust to their new educational setting. 827:

refugees in society; it also impacts their access to education and their ability to succeed in their host country. Education services for refugees and immigrants in the United States are inadequate. A recent study revealed that 54% of refugee children in the United States suffer academic problems. With poor educational support, refugees and immigrants have little social, economic, and political power and are unable to self-advocate. Academic and social education is integral for enhancing their power because it provides them with tools such as language and communication skills and understanding of their host society.

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instance, in Kakuma refugee camp in Kenya, children described having a hard time understanding concepts that lacked relevance to their lived experiences, especially concepts related to Kenyan history and geography. Similarly, in Uganda, refugee children from the Democratic Republic of Congo studying together with Ugandan children in government schools did not have opportunities in the curriculum to learn the history of their home country. The teaching of one-sided narratives, such as during history lessons, can also threaten the identity of students belonging to minority groups.

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to be policies and programs in place to help refugees and immigrant children. Refugee children experience so many changes and hardships, including disruptions in their schooling; schools need to be a grounding and stable place for them, otherwise they will not learn to their best potential. Schools need to help students navigate everyday life in a foreign place. Schools are also protection for refugee and immigrant children who are particularly vulnerable to trafficking and other forms of violence and forced labor due to a lack of knowledge of their host societies.

271: 879: 604:(CDC) in the United States also found that nearly 30% of 242 refugee children in New Hampshire developed elevated blood lead levels within three to six months of their arrival to the United States, even though their levels were not found to be elevated at initial screening. A more recent study reported that refugee children in Massachusetts were 12 times more likely to have blood lead levels over 20 μg/dL a year after an initial screening than non-refugee children of the same age and living in the same communities. 20: 1278:

formulated food for children with cerebral palsy and cleft palates. The same study also found that, although children with disabilities were attending school in all surveyed countries, and refugee camps in Nepal and Thailand have successful programs that integrate children with disabilities into schools, all other surveyed countries have failed to encourage children with disabilities to attend school. Similarly, Syrian parents consulted during a four-week field assessment conducted in northern and eastern

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informed about reproductive health issues. The program was split into three age-specific groups: girls aged seven to 10 learned about bodily changes and anatomy; girls aged 11 to 14 learned about sexually transmitted diseases; girls aged 15 and older focused on tips to ensure a healthy pregnancy and to properly care for a baby. According to qualitative surveys, increased self-esteem and greater use of health services among the program's participants were the largest benefits of the program.

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learning problems in refugee children. They also note that high academic and life ambition, parents' involvement in education, a supportive home and school environment, teachers' understanding of linguistic and cultural heritage, and healthy peer relationships can all contribute to a refugee child's success in school. While the initial purpose of refugee education was to prepare students to return to their home countries, now the focus of American refugee education is on integration.

1092: 46: 575:; measles also exacerbates malnutrition and vitamin A deficiency. Some countries, such as Kenya, have developed preventive, detective, and curative programs to specifically target measles within the refugee children population. Kenya has reached over 20 million children with a measles and rubella immunization campaign carried out at the national level in May 2016. In 2017 the Kenya Ministry of Health even reported a routine vaccination coverage of 95 percent in the 1151:

They do this by having small classes to offer personalized learning for each refugee student. They also offer a holistic support system for students by having dedicated teams of 5–6 teachers, counselors, and advisors assigned to support students. These teams meet regularly to discuss how they can support students with the challenges they are facing. Refugee students are also supported in learning English so they can begin assimilating into their host societies.

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refugees may do well in school academically, they may have psychological strains that are often overlooked due to their academic performance. The study recommended peer support groups, so the children can share their stress with each other. One 2007 research paper by Dr. Beirens detailed the Children's Fund Service, a program involved in creating social bridges to reduce refugee children social exclusion specifically by giving practical and emotional support.

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school attendance, literacy, and their cultural identity. The problems are said to present themselves as anger, withdrawal, issues with authority, concentration, rules, and other inappropriate behavior. The booklet suggests that teachers address those issues by helping children manage their behavior and emotions. According to Sheila and Dick, teachers can do so by knowing what the children need, being supportive, and turning them to specialists if need be.

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teaching these students, but the students of this high school have noteworthy success rates after graduating. The study analyzing this program demonstrates that this success was achieved by addressing the specific needs of immigrant students, supporting their English language learning through providing them with more personalized instruction, adapting the curriculum to be culturally relevant, and creating an environment of inter-student collaboration.

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translocation to the host country. Children, particularly those who travel on their own or become separated from their families, are likely to face various forms of violence and exploitation throughout the transmigration period. The experience of traveling from one country to another is much more difficult for women and children, because they are more vulnerable to assaults and exploitation by people they encounter at the border and in refugee camps.

185: 341:. Especially vulnerable groups include girls belonging to single-parent households, unaccompanied children, children from child-headed households, orphans, girls who were street traders, and girls whose mothers were street traders. While refugee boys have been identified as the main victims of exploitation in the labor market, refugee girls aged between 13 and 18 have been the main targets of sexual exploitation. In particular, the number of young 623:

of pediatric cancers among Turkey's Syrian refugee population was similar to that of Turkish children. The study additionally noted, however, that most refugee children affected by cancer were diagnosed when the tumor was already at an advanced stage. This could indicate that refugee children and their families often face obstacles such as poor prognoses, language barriers, financial problems, and social problems in adapting to a new setting.

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O'Shea's 2000 article, inside the school but outside of the curriculum, school based mental health services have been shown to reduce SDQ scores and dramatic positive implications to those exposed to SES and traumatic adversities. The study conducted by Dr. Thomas recommended training for school social workers to help refugee children manage stress and trauma. Dr. Daniel's 2018 article found that refugee children can themselves use

414:(PTSD) symptoms. Unaccompanied girls at refugee camps may also face harassment or assault from camp guards and fellow male refugees. In addition to having poor infrastructure and limited support services, there are a few refugee camps that can present danger to refugee children and families by housing members of armed forces. Also, at a few refugee camps, militia forces may try to recruit and abduct children. 579:. As of April 2017, in response to the first confirmed cases of measles in the camp, UNICEF and UNHCR have collaborated with the Kenya Ministry of Health to swiftly implement an integrated measles vaccination program in Dadaab. The campaign, which has been targeting children aged six to 14 years, also includes screening, treatment referrals for cases of malnutrition, vitamin A supplementation, and deworming. 391:

rather than in juvenile detention facilities. However, this change has not ended the practice of administrative detention entirely. Although there is commitment by the Council of Europe to work toward ending the detention of children for migration control purposes, asylum-seeking and migrant children and families often undergo detention experiences that conflict with international commitments.

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Uganda, for example, had to transition from French to English. Some of these children were placed in lower-level classes due to their lack of English proficiency. Many older children therefore had to repeat lower-level classes, even if they had already mastered the content. Using the language of one ethnic group as the instructional language may threaten the identity of a minority group.

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confidentiality. A third party present also reduces the willingness of refugees to trust their healthcare practitioners and disclose information. Patients may receive a different translator for each of their follow-up appointments with their mental healthcare providers, which means that refugees need to recount their story via multiple interpreters, further compromising confidentiality.

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homework help, as well as parental support that includes English as well as computer classes. In school services include interpretation, translation, personal communication through phone by the school to the homes, cultural mediation and advocacy. The study concluded that cultural brokers who support refugee parents foster a sense of belonging and support for refugee children as well.

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experienced persecution or torture in their home countries. For countries that have ratified it, the Convention often serves as the primary basis for refugee status determination, but some countries also utilize other refugee definitions, thus, have granted refugee status not based exclusively on persecution. For instance, the African Union has agreed on a definition at the

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extracurricular program that the study detailed involved bringing in local community members to interact with the refugee children for the purpose of exposing them to the real world. According to the study, the program offers a means for refugee children to receive support from community members while also learning about the different types of communities.

1047:. Successful educators help children process trauma they may have experienced in their country of origin while supporting their academic adjustment. Refugee children benefit from established and encouraged communication between student and teacher, and also between different students in the classroom. Familiarity with sign language and basic 921:

as in their schooling, where they face classroom and homework challenges on their own. They often are also tasked with burdens not faced by other students, such as translating for their family members and helping fill in government forms and filing taxes. This added responsibility interferes with their focus on their school work.

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Countries may often overlook refugee children with disabilities with regards to humanitarian aid, because data on refugee children with disabilities are limited. Roberts and Harris (1990) note that there is insufficient statistical and empirical information on disabled refugees in the United Kingdom.

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A research paper focused on policies put in place for refugees in the school system indicated that refugees in Jordan often face institutional discrimination where they do not have the same access to extracurricular activities. According to the paper, funding for refugee education often comes from an

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A booklet published in 2000 written by Dr. Sheila and Dr. Dick detailed the ways teachers can approach refugee children in school as well as the common problems refugee children present with at school. According to the booklet, refugees can come from traumatizing situations and thus may struggle with

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In order to address the lack of attention to refugee education in national school systems, the UNHCR developed formal relationships with twenty national ministries of education in 2016 to oversee the political commitment to refugee education at the nation-state level. The UNCHR introduced an adaptive

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If refugee education programs exist they are weak in impact because they lack structure. The United Nations High Commissioner for Refugees (UNHCR) stresses the importance of including refugee education in national and city planning, in order to attain consistency in funding and curriculum. There need

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care exists when healthcare providers have received specialized training that helps them to identify the actual and potential cultural factors informing their interactions with refugee patients. Culturally competent care tends to prioritize the social and cultural determinants contributing to health,

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Many refugees develop a mistrust of authority figures due to repressive governments in their country of origin. Fear of authority and a lack of awareness regarding mental health issues prevent refugee children and their families from seeking medical help. Certain cultures use informal support systems

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Many refugee children come to their host countries with elevated blood lead levels; others encounter lead hazards once they have resettled. A study published in January 2013 found that the blood lead levels of refugee children who had just arrived to the state of New Hampshire were more than twice as

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in prisons, military facilities, immigration detention centers, welfare centers, or educational facilities. While detained, migrant children are deprived of a range of rights, such as the right to physical and mental health, privacy, education, and leisure. And many countries do not have a legal time

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had forced 4.9 million Syrians out of the country, half of which were children. The same report found that, by the end of 2015, more than ten years of armed conflict in Afghanistan had forced 2.7 million Afghans beyond the country's borders; half of the refugees from Afghanistan were children. During

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in March 2013 reported that, since arriving in Lebanon, their children with disabilities had not been attending school or engaging in other educational activities. In Jordan, too, Syrian refugee children with disabilities identified lack of specialist educational care and physical inaccessibility as

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and social media to themselves complete their school work which teachers and educators can build upon to help teens with this multifaceted work. A 2017 research paper also found that refugee children express their individuality and culture through drawings, think-aloud techniques, and Acculturation,

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According to a study by Dr. Roxas, refugees often do not have access to school programs that can meet their unique academic, developmental, and social needs; thus, their integration into public schools becomes difficult due to language, trauma, and lack of counseling and extra academic services. One

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Many refugees who arrive in countries that house large numbers of refugees must choose between refugee-specific schools or general public schools in their host country. Refugee-specific schools are usually created by refugees in the area and do not teach the host language. These schools do not focus

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A large number of refugee and immigrant students do not live with their parents but live with extended family or older siblings. If they do live with their parents, their parents are constantly working. This puts a burden on refugee children to be more self sufficient in their everyday life, as well

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Schools in North America lack the necessary resources for supporting refugee children, particularly in negotiating their academic experience and in addressing the diverse learning needs of refugee children. Complex schooling policies that vary by classroom, building and district, and procedures that

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Cognitive and structural barriers make it difficult to determine the medical service utilization rates and patterns of refugee children. A better understanding of these barriers will help improve mental healthcare access for refugee children and their families. It is important for children to access

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Many Afghan children lack access to urban diagnosis centers in Pakistan; those who do have access have been found to have various types of cancer. It is also estimated that, within Turkey's Syrian refugee population, 60 to 100 children are diagnosed with cancer each year. Overall, the incidence rate

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can also put children's lives at risk. Countries, such as Bangladesh, have identified the introduction and development of proper sanitation habits and facilities as potential solutions to these medical conditions. A 2008 study comparing refugee camps in Bangladesh reported that camps with sanitation

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are people who have formally applied for asylum in another country and who are still waiting for a decision on their status. Once they have received a positive response from the host government, they will legally be considered as refugees. Refugees, like citizens of the host country, have the rights

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A 2008 study by Dr. Kanu describes the school environment as a microsystem important to the acculturation of refugee children. The study states that the inclusivity of schools can be improved by increasing the cultural basis of recreational support, more diverse cafeteria food, and prayer rooms for

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A 2005 study by Yu Xie and Emily Greenman posited that assimilation and integration of refugee children positively impacts their education and development and that in non-poverty neighborhoods, assimilation is positively correlated with their academic achievement and mental well-being. However, the

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The study focuses on how teachers can educate themselves on their students' situations. One study encourages teachers to be aware of common behavioral problems that refugee children may exhibit in the classroom like anger, withdrawal, rule testing, problems with authority, inability to concentrate,

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Parents – when parental involvement and support are lacking, a child's academic success decreases substantially. Refugee parents are often unable to help their children with homework due to language barriers. Parents often do not understand the concept of parent-teacher meetings and/or never expect

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guideline of 40:1. Although global policies and standards for refugee settings endorse child-centered teaching methods that promote student participation, teacher-centered instruction often predominates in refugee classrooms. Teachers lecture for the majority of the time, offering few opportunities

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Parents, caretakers and teachers are more likely to report an adolescent's need for help, and seek help resources, than the adolescent. Unaccompanied refugee minors are less likely to access mental healthcare services than their accompanied counterparts. Internalizing complaints (such as depression

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Relying on other family members or community members has equally problematic results where relatives and community members unintentionally exclude or include details relevant to comprehensive care. Healthcare practitioners are also hesitant to rely on members of the community because it is breaches

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Among newly arrived refugees in Washington state, significantly higher rates of obesity were observed among Iraqi children, whereas higher rates of stunting were found among Burmese and Somali children. The latter also had higher rates of wasting. Such variation in the nutrition profiles of refugee

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However, some time after they arrived in the United States and Australia, many refugee children demonstrated an increasing rate of overnutrition. An Australian study, assessing the nutritional status of 337 sub-Saharan African children aged between three and 12 years, found that the prevalence rate

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also established a new initiative in 2016 to support the resettlement of vulnerable refugee children from the Middle East and North Africa, regardless of family separation status. It was reported in February 2017 that this program has been partially suspended by the government; the program would no

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The third stage, host country experiences, is the integration of refugees into the social, political, economic, and cultural framework of the host country society. The post-migration period involves adaptation to a new culture and re-defining one's identity and place in the new society. This stress

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Likewise, limited attention is being given to refugee children with disabilities in the United Kingdom. It was reported in February 2017 that its government has decided to partially suspend the Vulnerable Children's Resettlement Scheme, originally set to resettle 3,000 children with their families

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Refugees fall into a unique situation where the nation-state may not adequately address their educational needs, and the international relief system is tasked with the role of a "pseudo-state" in developing a curriculum and pedagogical approach. Critical pedagogical approaches to refugee education

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aimed to strengthen resilience and social cohesion in the camp, as well as between refugees and the host community. The initiative was composed of two parts: the Peace Education Programme (PEP), an in-school program taught in Dadaab's primary schools, and the Sports for Development and Peace (SDP)

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Refugee children thrive in classroom environments where all students are valued. A sense of belonging, as well as ability to flourish and become part of the new host society, are factors predicting the well-being of refugee children in academics. Increased school involvement and social interaction

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Educators should spend time with refugee families discussing previous experiences of the child in order to place the refugee child in the correct grade level and to provide any necessary accommodations School policies, expectations, and parent's rights should be translated into the parent's native

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The content of the curriculum can also act as a form of discrimination against refugee children involved in the education systems of first asylum countries. Curricula often seem foreign and difficult to understand to refugees who are attending national schools alongside host-country nationals. For

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Classes for refugees, more often than not, are taught in the host-country language. Refugees in the same classroom may also speak several different languages, requiring multiple interpretations; this can slow the pace of overall instruction. Refugees from the Democratic Republic of Congo living in

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in their new host culture. The presence of racial and ethnic discrimination can have an adverse effect on the well-being of certain groups of children and lead to a reduction in their overall school performance. For instance, cultural differences place Vietnamese refugee youth at a higher risk of

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Complicated insurance policies based on refugee status (e.g. Government Assistant Refugees vs. Non-), resulting in hidden costs for refugee patients According to the United States Office of Refugee Resettlement, an insurance called refugee Medical Assistance is available in the short term (up to 8

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Refugee children are extremely vulnerable during migration and resettlement, and may experience long-term pathological effects, due to "disrupted development time". Psychoanalysts of refugee health have proposed that refugee children experience mourning for their culture and countries, despite the

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Traditionally, the mental health of children experiencing conflict is understood in terms of either post-traumatic stress disorder (PTSD) or toxic stress. Prolonged and constant exposure to stress and uncertainty, characteristic of a war environment may result in toxic stress that children express

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has adopted a community-driven approach, using small-group alternative care homes for child refugees and asylum-seekers, as a more age-appropriate way of detention. In the United States unaccompanied children are placed in single purpose non-secure "children's shelters" for immigration violations,

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only receive a limited amount of education, and those held in interrogation centers receive no education at all. In two of the prisons visited by Defense for Children International Palestine, education was found to be limited to two hours a week. It has also been reported that child administrative

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Dr. Pastoor's 2016 research article also detailed the benefits of activities beyond school that may benefit refugee learning and social inclusion. For example, community wide collaboration between the school and surrounding organizations can help refugee students achieve their full potential. Dr.

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The International Network of Public Schools have established schools in the United States that are specific for refugee students but also provide a framework where students will eventually be integrated in the public school systems and in society in a way that values their culture and background.

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integration is the most effective mode of acculturation for refugee adolescents in North America. The staff of the school must understand students in a community context and respect cultural differences. Parental support, refugee peer support, and welcoming refugee youth centers are successful in

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Teachers in the United States often have little experience with the trauma that refugees often face. They also lack training on how to treat students who have experienced trauma. They often see refugee students as burdens and their different cultures and languages as barriers not assets to their

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strategies improves communication between teachers and refugee children. Also, non-refugee peers need access to literature that helps educate them on their refugee classmates experiences. Course materials should be appropriate for the specific learning needs of refugee children and provide for a

560:

Communicable diseases are a pervasive issue faced by refugee children in camps and other temporary settlements. Governments and organizations are working to address a number of them, such as measles, rubella, diarrhea, and cholera. Refugee children often arrive in the United States from countries

527:

Refugee children arriving in the United States often come from countries with a high prevalence of undernutrition. Nearly half of a sample of refugee children who arrived to the American state of Washington, the majority of which were from Iraq, Somalia, and Burma, were found to have at least one

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Another supplemental school program is ACE. A research paper analyzing ACE by Heidi Lynn Biron found that ACE provides support for refugees who struggle with exclusion and school as a result of their English skills and trauma. A 2000 study by Dr. Zhou and Dr. Bankston found that while Vietnamese

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The teaching style of the International High School of Laguardia Community College in Long Island City, New York, a school for English language learners such as immigrants and refugees, exemplifies the current research done in this area. This high school has not only been extremely successful in

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adolescents are prone to greater uncertainties, self-doubts and emotional difficulties than other American adolescents. Vietnamese children are less likely to say they have much to be proud of, that they like themselves as they are, that they have many good qualities, and that they feel socially

826:

In the United States, there is very little policy governing refugee students and their integration into schools. Most policies and policy debate is focused on immigration and asylum itself. This "invisibility of refugees" in government policy is a serious hindrance to the status and stability of

789:

The World Association of Girl Guides and Girl Scouts (WAGGGS) and Family Health International (FHI) have designed and piloted a peer-centered education program for adolescent refugee girls in Uganda, Zambia, and Egypt. The goal of the program was to reach young women who were interested in being

257:

In general, children may also cross borders for economic reasons, such as to escape poverty and social deprivation, or some children may do so to join other family members already settled in another State. But it is the involuntary nature of refugees' departure that distinguishes them from other

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Refugee students are also subject to bullying due to language barriers when attending public schools in their host countries. Bullying is commonly around refugee students' inability to speak the host language perfectly. This type of bullying discourages refugee students to continue learning the

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centers in North America have a higher rate of success at school, particularly because their families have greater access to additional social services that can help address their specific needs. Families who are unable to move to urban centers are at a disadvantage. Children with unpredictable

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But the nutritional profiles of refugee children also often vary by their country of origin. A study involving Syrian refugee children in Jordanian refugee camps found them to be on average more likely overweight than acutely malnourished. The low prevalence of acute malnutrition among them was

494:

Some European nations have established programs to support the resettlement and integration of refugee children. The European countries admitting the most refugee children in 2016 via resettlement were the United Kingdom (2,525 refugee children), Norway (1,930), Sweden (915), and Germany (595).

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face particular difficulties throughout the asylum process. They are minors who are separated from their families once they reach the host country, or minors who decide to travel from their home countries to a foreign country without a parent or guardian. More children are traveling alone, with

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Dr. Georgis's 2014 book offers another example of extracurricular support for refugee children called involved Transition support programs. The study suggests that this program offers classroom support for English Language learners, after school activities involving recreational activities and

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Studies performed by Koyama and Chang in Arizona show that refugee students benefit from programs which appreciate, rather than seek to eradicate, their cultural and ethnic backgrounds, forging ties between their identities and new experiences. Classical assimilation negatively impacts refugee

859:

is limited and uneven across regions and settings of displacement, particularly for young girls and at the secondary levels. The availability of sufficient classrooms and teachers is low and many discriminatory policies and practices prohibit refugee children from attending school. Educational

262:, and even more so their children, are neither psychologically nor pragmatically prepared for the rapid movement and transition resulting from events outside their control. Any direct or witnessed forms of violence and sexual abuse may characterize refugee children's pre-migration experiences. 167:

Refugee experiences can be categorized into three stages of migration: home country experiences (pre-migration), transit experiences (transmigration), and host country experiences (post-migration). However, the large majority of refugees do not travel into new host countries, but remain in the

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arts may help refugee students find their own role in and out of school through collaborations between museums, schools, and art exhibitions. Dr. Brunick's paper also found that art served as a valuable extracurricular tool for refugees to reconcile with psychological trauma. According to Dr.

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schools enhanced refugee student involvement in school life by reducing isolation. Out of school activities provided by the school included after school study programs that included clubs for homework, revision sessions, exam preparation, and coursework completion. According to the study, the

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An interventional study conducted by Dr. Kendall in California documented that the main resources provided to refugee children and their families fall under these categories: supplementary classroom material, curriculum enrichment resources, videos for the goal or increasing parent and school

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Graham, Minhas, and Paxton (2016) note in their study that parents' misunderstandings about educational styles, teachers' low expectations and stereotyping tendencies, bullying and racial discrimination, pre-migration and post-migration trauma, and forced detention can all be risk factors for

732:

To provide culturally competent care to refugees, mental healthcare providers should demonstrate some understanding of the patient's background, and a sensitive commitment to relevant cultural manners (for example: privacy, gender dynamics, religious customs, and lack of language skills). The

736:

The protective influence exercised by adult refugees on their child and adolescent dependents makes it unlikely that young adult-accompanied refugees will access mental healthcare services. Only 10–30 percent of youth in the general population, with a need for mental healthcare services, are

124:

States Parties to the Convention are obliged to uphold the above articles, regardless of a child's migration status. As of November 2005, a total of 192 countries have become States Parties to the Convention. Somalia and the United States are the only two countries that have not ratified it.

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for Somali refugees in Kenya, and camps for internally displaced persons in Sudan and Sri Lanka, found that many mainstream services failed to adequately cater to the specific needs of children with disabilities. The study reported that mothers in Nepal and Yemen have been unable to receive

694:

A broad spectrum of translation services are available to all refugees, but only a small number of those services are government-sponsored. Community health organizations provide a majority of translation services, but there are a shortage of funds and available programs. Since children and

285:

The transmigration period is characterized by the physical relocation of refugees. This process includes the journey between home countries and host countries and often involves time spent in a refugee camp. Children may experience arrest, detention, sexual assault, and torture during their

204:, or conscription into armed forces. Others may leave to escape famine or in order to ensure the safety and security of themselves and their families from the destruction of war or internal conflict. A 2016 report by UNICEF found that, by the end of 2015, five years of open conflict in the 195:

The pre-migration stage refers to home country experiences leading up to and including the decision to flee. Pre-migration experiences include the challenges and threats children face that drive them to seek refuge in another country. Refugee children migrate, either with their families or

132:

is a comprehensive and rigid legal code regarding the rights of refugees at an international level and it also defines under which conditions a person should be considered as a refugee and thus be given these rights. The Convention provides protection to forcibly displaced persons who have

478:

refers to the transfer of refugees from the country they have fled to another country that is more suitable to their needs and that has agreed to grant them permanent settlement. Currently the number of places available for resettlement is less than the number needed for children for whom

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It is only a minority of refugees who travel into new host countries and who are allowed to start a new life there. Most refugees are living in refugee camps or urban centres waiting to be able to return home. For those who are starting a new life in a new country there are two options:

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require written communication or parent involvement intimidate the parents of refugee children. Educators in North America typically guess the grade in which refugee children should be placed because there is not a standard test or formal interview process required of refugee children.

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A 2016 study conducted by Dr. Thomas found that education helps refugee children feel socially included within their new culture. For example, Dr. Thomas noted that education often provided a sense of stability as well as support in developing language, cultural, and technical skills.

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currently works with state and local service providers to provide unaccompanied refugee children with resettlement and foster care services. This service is guaranteed to unaccompanied refugee minors until they reach the age of majority or until they are reunited with their families.

442:

For instance, the majority of refugees and migrants who arrived in Europe in 2015 through mid-2016 were accommodated in overcrowded transit centers and informal settlements, where privacy and access to education and health services were often limited. In some accommodation centers in

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for exploitation has been increasing: it was reported that 3,529 Nigerian women, among them underage girls, arrived by sea between January and June 2016. Once they reached Italy, these girls worked under conditions of slavery, for periods typically ranging from three to seven years.

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A review on the refugee action support program created by a partnership among the Australian Literacy and Numeracy foundation the University of Western Sydney and the NSW department of education and training found that RAS supported the educational goals of the schools in

137:, that also accommodates people affected by external aggression, occupation, foreign domination, and events seriously disturbing public order. South Africa has granted refugee status to Mozambicans and Zimbabweans following the collapse of their home countries' economies. 462:

in 78 countries. Bhabha (2004) argues that it is more challenging for unaccompanied children than adults to gain asylum, as unaccompanied children are usually unable to find appropriate legal representation and stand up for themselves during the application process. In

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times of war, in addition to being exposed to violence, many children are abducted and forced to become soldiers. According to an estimate, 12,000 refugee children have been recruited into armed groups within South Sudan. War itself often becomes a part of the child's

156: 1013:

School drop outs – due to self-perceptions of academic ability, antisocial behaviour, rejection from peers and/or a lack of educational preparation prior to entering the host-country school. School drop outs may also be caused by unsafe school conditions, poverty,

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Donnelly, Tam Truong; Hwang, Jihye Jasmine; Este, Dave; Ewashen, Carol; Adair, Carol; Clinton, Michael (2011). "If I Was Going to Kill Myself, I Wouldn't Be Calling You. I am Asking for Help: Challenges Influencing Immigrant and Refugee Women's Mental Health".

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and cultural barriers may evoke a sense of alienation or "being the other" in a new society. The clash between cultural values of the family and popular culture in mainstream Western society leads to the alienation of refugee children from their home culture.

819:. Education is crucial for the sufficient psychosocial adjustment and cognitive growth of refugee children. Due to these circumstances, it is important that educators consider the needs, obstacles, and successful educational pathways for children refugees. 1006:

Disrupted schooling – refugee children may experience disruptive schooling in their country of origin, or they may receive no form of education at all. It is extremely difficult for a student with no previous education to enter a school full of educated

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keeping refugee children in school for longer periods of time. Education about the refugee experience in North America also helps teachers relate better with refugee children and understand the traumas and issues a refugee child may have experienced.

1083:, explores the contributions of refugee teachers and students and what they are doing to support themselves and their communities around the world. It is based on over 600 interviews with teachers and students over 15 years of work in 23 countries. 2072:

Cronin, A. A., D. Shrestha, N. Cornier, F. Abdalla, N. Ezard, and C. Aramburu. "A review of water and sanitation provision in refugee camps in association with selected health and nutrition indicators – the need for integrated service provision."

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from past programs involving non-refugee populations reported to have had positive effects, studies have found that the attitudes of parents and teachers can also have a strong influence on students' internalization of peace values. Teachers from

2445:

Yun, Katherine, Jasmine Matheson, Colleen Payton, Kevin C. Scott, Barbara L. Stone, Lihai Song, William M. Stauffer, Kailey Urban, Janine Young, and Blain Mamo. "Health profiles of newly arrived refugee children in the United States, 2006–2012."

297:, in which a smuggler illegally moves a migrant into another country, is a pervasive issue for children travelling both with and without their families. While fleeing their country of origin, many unaccompanied children end up travelling with 1268:

Children with disabilities frequently suffer physical and sexual abuse, exploitation, and neglect. They are often not only excluded from education, but also not provided the necessary supports for realizing and reaching their full potential.

2554:

Eisenberg, Katherine W., Edwin van Wijngaarden, Susan G. Fisher, Katrina S. Korfmacher, James R. Campbell, I. Diana Fernandez, Jennifer Cochran, and Paul L. Geltman. "Blood lead levels of refugee children resettled in Massachusetts, 2000 to

1272:

In refugee camps and temporary shelters, the needs of children with disabilities are often overlooked. In particular, a study surveying Bhutanese refugee camps in Nepal, Burmese refugee camps in Thailand, Somali refugee camps in Yemen, the

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program initiated by the government. Another study found that, while teachers supported the prospect of reconciliation, ideological and practical concerns made them uncertain about the effective implementation of a peace education program.

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language since many parents do not speak English proficiently. Educators need to understand the multiple demands placed on parents (such as work and family care) and be prepared to offer flexibility in meeting times with these families.

236:

refugee children in Australia were found to have undergone severe pre-migration traumas, including the lack of food, water, and shelter, forced separation from family members, murder of family or friends, kidnappings, sexual abuse, and

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from countries in the Middle East and North Africa. As a result of this suspension, no youth with complex needs, including those with disabilities and learning difficulties, would be accepted into the program until further notice.

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Implemented by UNICEF from 2012 to 2016 and funded by the Government of the Netherlands, Peacebuilding, Education, and Advocacy (PBEA) was an education program that aimed to improve peacebuilding. The PBEA program in Kenya's

5032:

Zembylas, Michalinos, Constadina Charalambous, Panayiota Charalambous, and Panayiota Kendeou. "Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions towards a new policy initiative."

248:

that more than three-quarters of unaccompanied child migrants from Honduras came from the country's most violent cities. In fact, 58 percent of 404 unaccompanied and separated children interviewed by the UN Refugee Agency,

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Mendenhall, Mary, Sarah Dryden-Peterson, Lesley Bartlett, Caroline Ndirangu, Rosemary Imonje, Daniel Gakunga, and M. Tangelder. "Quality education for refugees in Kenya: Pedagogy in urban Nairobi and Kakuma refugee camp

2408:

Renzaho, Andre, Carl Gibbons, Boyd Swinburn, Damien Jolley, and Catherine Burns. "Obesity and undernutrition in sub-Saharan African immigrant and refugee children in Victoria, Australia." PhD diss., Healthy Eating Club,

595:

During all points of the refugee experience, refugee children are often at risk of developing several noncommunicable diseases and conditions, such as lead poisoning, obesity, type 2 diabetes, and pediatric cancer.

2617:

Attanayake, Vindya; McKay, Rachel; Joffres, Michel; Singh, Sonal; Burkle, Frederick; Mills, Edward (January 2009). "Prevalence of mental disorders among children exposed to war: a systematic review of 7,920 children".

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and self-care strategies to cope with their mental illnesses, rather than rely upon biomedicine. Language and cultural differences also complicate a refugee's understanding of mental illness and available healthcare.

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de Anstiss H, Ziaian T, Procter N, Warland J, Baghurst P (December 2009). "Help-seeking for mental health problems in young refugees: a review of the literature with implications for policy, practice, and research".

2431:

Bilukha, Oleg O., Douglas Jayasekaran, Ann Burton, Gabriele Faender, James King'ori, Mohammad Amiri, Dorte Jessen, and Eva Leidman. "Nutritional Status of Women and Child Refugees from Syria—Jordan, April–May 2014."

224:

Some Sudanese refugee children reported that they had either experienced personally or witnessed potentially traumatic events prior to departure from their home country, during attacks by the Sudanese military in

301:

who may attempt to exploit them as workers. Including adults, sex trafficking is more prevalent in Europe and Central Asia, whereas in East Asia, South Asia, and the Pacific labour trafficking is more prevalent.

5018:

Zembylas, Michalinos, Panayiota Charalambous, and Constadina Charalambous. "Manifestations of Greek-Cypriot teachers' discomfort toward a peace education initiative: Engaging with discomfort pedagogically."

1869:

Schininà, Guglielmo, Sonali Sharma, Olga Gorbacheva, and Anit Kumar Mishra. "Who am I? Assessment of psychosocial needs and suicide risk factors among Bhutanese refugees in Nepal and after the third country

1673:

UN General Assembly. "Protocol to prevent, suppress and punish trafficking in persons, especially women and children, supplementing the United Nations convention against transnational organized crime."

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in school and social activities. In response to this demand, children may over-identify with their host culture, their culture of origin, or become marginalized from both. Insufficient communication due to

2086:

Rothe, Eugenio M., John Lewis, Hector Castillo-Matos, Orestes Martinez, Ruben Busquets, and Igna Martinez. "Posttraumatic stress disorder among Cuban children and adolescents after release from a refugee

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limit for detention, leaving some children incarcerated for indeterminate time periods. Some children are even detained together with adults and subjected to a harsher, adult-based treatment and regimen.

2394:

Dawson-Hahn, Elizabeth E., Suzinne Pak-Gorstein, Andrea J. Hoopes, and Jasmine Matheson. "Comparison of the nutritional status of overseas refugee children with low income children in Washington state."

1464:

Schweitzer, Robert D., Mark Brough, Lyn Vromans, and Mary Asic-Kobe. "Mental health of newly arrived Burmese refugees in Australia: contributions of pre-migration and post-migration experience."

1724:

Lustig, Stuart L., Maryam Kia-Keating, Wanda Grant Knight, Paul Geltman, Heidi Ellis, J. David Kinzie, Terence Keane, and Glenn N. Saxe. "Review of child and adolescent refugee mental health."

904:

global strategy for refugee education with the aim of "integration of refugee learners within national system where possible and appropriate and as guided by ongoing consultation with refugees".

5449:

Guerrero, Alba Lucy; Tinkler, Tessa (2010). "Refugee and Displaced Youth Negotiating Imagined and Lived Identities in a Photography-Based Educational Project in the United States and Colombia".

2288:

Huemer, Julia, Niranjan S. Karnik, Sabine Voelkl-Kernstock, Elisabeth Granditsch, Kanita Dervic, Max H. Friedrich, and Hans Steiner. "Mental health issues in unaccompanied refugee minors."

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Although high-quality education helps refugee children feel safe in the present and enable them to be productive in the future, some do not find success in school. Other obstacles may include:

2318: 1740:

Bhugra, Dinesh, Susham Gupta, Kamaldeep Bhui, T. O. M. Craig, Nisha Dogra, J. David Ingleby, James Kirkbride et al. "WPA guidance on mental health and mental health care in migrants."

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program for refugee adolescents and youth. There was anecdotal evidence of increased levels of social cohesion from participation in PEP and potential resilience from participation in SDP.

378:

Documented cases of child detention are available for more than 100 countries, ranging from the highest to the lowest income nations. Even so, a growing number of countries, including both

1291:

While it was reported in 2013 that 26 percent of all Syrian refugees in Jordan had impaired physical, intellectual, or sensory abilities, such data specifically for children do not exist.

707:, which can create a rift between parent and child. These difficulties cause an increase of depression, anxiety and other mental health concerns in culturally-adapted adolescent refugees. 410:

refugee children and adolescents, who were detained in a refugee camp, were assessed months after their release, and it was found that 57 percent of the youth exhibited moderate to severe

3501:

Speizer, Ilene S., Robert J. Magnani, and Charlotte E. Colvin. "The effectiveness of adolescent reproductive health interventions in developing countries: a review of the evidence."

2418:

Heney, Jessica H., Camia C. Dimock, Jennifer F. Friedman, and C. Lewis. "Pediatric refugees in Rhode Island: increases in BMI percentile, overweight, and obesity following resettlement."

1896:

Kira, Ibrahim A., Iris Smith, Linda Lewandowski, and Thomas Templin. "The effects of gender discrimination on refugee torture survivors: A cross-cultural traumatology perspective."

3407:

Teng L, Robertson Blackmore E, Stewart DE (2007). "Healthcare worker's perceptions of barriers to care by immigrant women with postpartum depression: an exploratory qualitative study".

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inappropriate behavior, lower academic achievement. The study also notes how refugee children often exhibit this behavior because they are put into a different cultural context, face

1300: 607:

A study analyzing the medical records of former refugees residing in Rochester, New York, between 1980 and 2012 demonstrated that former child refugees may be at increased risk of

53:

In addition to facing the direct threat of violence resulting from conflict, forcibly displaced children also face various health risks, including: disease outbreaks and long-term

1686:

UN General Assembly. "Protocol against the Smuggling of Migrants by Land, Sea and Air, Supplementing the United Nations Convention against Transnational Organized Crime." (2000).

639:

Refugees can be stigmatized if they encounter mental health deficiencies prior to and during their resettlement into a new society. Differences between parental and host country

2958:

McBrien, J. Lynn (2011). "The importance of context: Vietnamese, Somali, and Iranian refugee mothers discuss their resettled lives and involvement in their children's schools".

141: 5005:

Yahya, Siham, Zvi Bekerman, Shifra Sagy, and Simon Boag. "When education meets conflict: Palestinian and Jewish-Israeli parental attitudes towards peace promoting education."

982: 451:, where asylum seekers stayed until their claims were processed, separate living spaces for women, as well as sex-separated latrines and shower facilities, were unavailable. 2317:

Agerholm, Harriet. "Disabled child refugees entry to UK through resettlement scheme suspended by Home Office." The Independent. February 9, 2017. Accessed December 5, 2017.

253:, about their journey to the United States indicated that they had been forcibly displaced from their homes because they had either been harmed or were under threat of harm. 107:, the most widely ratified human rights treaty in history, includes four articles that are particularly relevant to children involved in or affected by forced displacement: 3132: 1256:. For example, tutors provided assistance in completing assignments. RAS tutors also allowed for specialized support that teachers often did not have the time to provide. 5328:

A Model for Student Success: How Immigrant/First Generation Teachers Use Cultural Identity and Experience in Pedagogical Practices with Immigrant/First-Generation Youth

2376:

Lutfy, Caitlyn, Susan T. Cookson, Leisel Talley, and Roger Rochat. "Malnourished children in refugee camps and lack of connection with services after US resettlement."

953:

Many Western schools do not address diversity among ethnic groups from the same nation or provide resources for specific needs of different cultures (such as including

6170: 5559:

Pastoor, Lutine de Wal (2017-03-04). "Reconceptualising refugee education: exploring the diverse learning contexts of unaccompanied young refugees upon resettlement".

5200:

Yoon, Bogum (June 2008). "Uninvited Guests: The Influence of Teachers' Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom".

6029:

Beirens, Hanne; Hughes, Nathan; Hek, Rachel; Spicer, Neil (April 2007). "Preventing Social Exclusion of Refugee and Asylum Seeking Children: Building New Networks".

5852:"Children and adolescents with refugee background less likely to participate in voluntary educational programs - with exception of extracurricular school activities" 1221:

Muslim students. In addition, teachers are encouraged to undergo training to increase knowledge on refugees and thus adapt their curricula for this group's benefit.

900:

for students to ask questions or engage in creative thinking. In eight refugee-serving schools in Kenya, for example, lecturing was the primary mode of instruction.

2803:

Betancourt, Theresa Stichick, and Kashif Tanveer Khan. "The mental health of children affected by armed conflict: protective processes and pathways to resilience."

2301:“Refugee and Migrant Children in Europe: Accompanied, Unaccompanied, and Separated (Quarterly Overview of Trends: January - March 2017).” UNHCR, UNICEF, IOM, 2017. 548:

attributed, at least partly, to UNICEF's infant and child feeding interventions, as well as to the distribution of food vouchers by the World Food Programme (WFP).

1365: 863:

Many refugee children face legal restrictions to schooling, even in countries of first asylum. This is the case especially for countries that have not signed the

777:

Time constraints: medical appointments are restricted to a small window of opportunity, making it difficult to connect and provide mental healthcare for refugees

6072: 2590:

Kebudi, Rejin, Ibrahim Bayram, Begul Yagci-Kupeli, Serhan Kupeli, Gulay Sezgin, Esra Pekpak, Yesim Oymak et al. "Refugee children with cancer in Turkey."

370:, children travelling without legal status are frequently subjected to extended periods of immigration detention. Children held in administrative detention in 2528:

Raymond, Jaime S., Chinaro Kennedy, and Mary Jean Brown. "Blood lead level analysis among refugee children resettled in New Hampshire and Rhode Island."

4693:

Kia-Keating M, Ellis BH (January 2007). "Belonging and connection to school in resettlement: young refugees, school belonging, and psychosocial adjustment".

2319:

http://www.independent.co.uk/news/uk/home-news/disabled-child-refugees-uk-suspend-entry-home-office-resettlement-unhcr-united-nations-lord-dubs-a7571451.html

1835:“Central America and Mexico Unaccompanied Child Migration Situation Report No. 1.” 2014. United Nations Office for the Coordination of Humanitarian Affairs. 1025:

into the culture of their school can cause alienation from their parents and country of origin and create barriers and tension between the parent and child.

1563: 643:

can create a rift between the refugee child and his/her new society. Less exposure to stigmatization lowers the risk of refugee children developing PTSD.

5920: 4428:"Do Parental and Peer Support Protect Adjustment in the Face of Ethnic Discrimination? A Comparison between Refugee Youth and Youth of Immigrant Descent" 733:

willingness of refugees to access mental healthcare services rests on the degree of cultural sensitivity within the structure of their service provider.

1822:

Rasmussen, Andrew, Basila Katoni, Allen S. Keller, and John Wilkinson. "Posttraumatic idioms of distress among Darfur refugees: Hozun and Majnun."

1060:

education. This type of treatment of refugee students that diminish their capabilities have grave consequences such as negative developmental outcomes.

403:

operate at levels below acceptable standards of environmental health; overcrowding and a lack of wastewater networks and sanitation systems are common.

737:

currently accessing care. Adolescent ethnic minorities are less likely to access mental healthcare services than youth in the dominant cultural group.

5602:

Wellman, Sascha; Bey, Sharif (2015-11-01). "Refugee Children and Art Teacher Training: Promoting Language, Self-Advocacy, and Cultural Preservation".

229:. These events include instances of sexual violence, as well as of individuals being beaten, shot, bound, stabbed, strangled, drowned, and kidnapped. 1985:“Young Invisible Enslaved: The Child Victims at the Heart of Trafficking and Exploitation in Italy.” Save the Children Italia Onlus, November 2016. 3248:

Walsh, Christina A.; Este, David; Krieg, Brigette; Giurgiu, Bianca (2011). "Needs of Refugee Children in Canada: What Can Roma Refugees Tell Us?".

2790: 4169:

Mendenhall, Mary (March 2017). "'If You Need Help, They Are Always There for Us': Education for Refugees in an International High School in NYC".

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awareness, informational leaflets and handbooks, as well as ICT based resources. The study also found that extracurricular activities provided by

929:

migration trajectories suffer most from a lack of schooling because of a lack of uniform schooling in each of their destinations before settling.

763:

An unfamiliarity with the host country's healthcare system, amplified by a shortage of government or community intervention in settlement services

3996:"Participatory parity in schooling and moves towards ordinariness: a comparison of refugee education policy and practice in England and Sweden" 4970:

Affolter, Friedrich W. "Indicators for Education for Peacebuilding in Fragile States UNICEF’s Peacebuilding, Education and Advocacy Program."

3661:

Graham, Hamish R., Ripudaman S. Minhas, and Georgia Paxton. "Learning problems in children of refugee background: a systematic review."

2816:

Rousseau, Cécile, Aline Drapeau, and Sadeq Rahimi. "The complexity of trauma response: a 4-year follow-up of adolescent Cambodian refugees."

2350: 1345: 1028:

Social and individual rejection – hostile discrimination can cause additional trauma when refugee children and treated cruelly by their peers

864: 805: 487: 250: 129: 3929:

Dryden-Peterson, Sarah. "Refugee education in countries of first asylum: Breaking open the black box of pre-resettlement experiences."

1911: 1235:

Habits, and Interests Multicultural Scale for Adolescent instrument in order them to cope with their transitions and express their culture.

2194:

Bhabha, Jacqueline, and Susan Schmidt. "Seeking asylum alone: Unaccompanied and separated children and refugee protection in the US."

1986: 799: 65:

and exploitation. Although many communities around the world have welcomed them, forcibly displaced children and their families often face

5692:

O’shea, Bridget; Hodes, Matthew; Down, Gwynneth; Bramley, John (2000-04-01). "A School-Based Mental Health Service for Refugee Children".

3364:

Nadeau L, Measham T (April 2006). "Caring for migrant and refugee children: challenges associated with mental health care in pediatrics".

4333:

Szente, Judit; Hoot, James; Taylor, Dorothy (2006). "Responding to the Special Needs of Refugee Children: Practical Ideas for Teachers".

4129:"Longing to belong: social inclusion and wellbeing among youth with refugee backgrounds in the first three years in Melbourne, Australia" 2577:

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U.S. Department of Health and Human Services 3054: 2835:Hyman, Ilene; Beiser, Morton; Vu, Nhi (1996). 1962: 1872:International Organization for Migration (IOM) 6119:Handicap International, HelpAge International 5099: 4639:REACH at Harvard Graduate School of Education 4584:Right Where We Belong — Sarah Dryden-Peterson 4117: 3856: 3854: 3852: 3850: 3848: 3449: 3363: 2834: 2679: 2677: 2343:Review of Child and Adolescent Refugee Health 682:, separation from family, and losing children 120:the right to child participation (Article 12) 4686: 4076: 3720:International Journal of Inclusive Education 3325: 2953: 2789:: CS1 maint: multiple names: authors list ( 2764: 1194: 962:pursuing disruptive behaviour. Contemporary 800:Education of immigrants in the United States 714: 626: 5046: 4921: 4872: 4823: 4304: 4302: 3831:Educational Sciences: Theory & Practice 3809: 3713: 3651:. International Rescue Committee: New York. 3602: 2951: 2949: 2947: 2945: 2943: 2941: 2939: 2937: 2935: 2933: 2543:MMWR. Morbidity and Mortality Weekly Report 1860:. No. 40. Greenwood Publishing Group, 2003. 1792:. UNODA Occasional Papers No. 14: New York. 590: 5918: 5601: 5325: 4587:. Harvard University Press. 5 April 2022. 4555: 4526: 4328: 4326: 4324: 4322: 4320: 4168: 3845: 3824: 3611: 3517:"Missing Out: Refugee Education in Crisis" 3319: 3050: 3048: 3046: 3044: 3042: 3040: 3038: 2993: 2991: 2989: 2674: 1956: 1909: 1903: 1133: 602:Centers for Disease Control and Prevention 5867: 5288:British Journal of Sociology of Education 5168: 5150: 5068: 4947: 4890: 4873:Koyama, Jill; Chang, Ethan (2018-10-17). 4849: 4787: 4493: 4461: 4443: 3972:. University of Arizona Libraries. 2001. 3860: 3593: 3582:Procedia - Social and Behavioral Sciences 3478: 3443: 3359: 3357: 3282: 3206: 3102: 3080: 3078: 2852: 2719: 2701: 2461:Bulletin of the World Health Organization 2335: 2333: 2331: 2329: 2327: 1561: 1185: 672:Fear of discrimination and stigmatization 418:Host country experiences (post-migration) 38:. These numbers encompass children whose 16:Displaced children at risk of persecution 6135:Educational Handbook for Refugee Parents 5694:Clinical Child Psychology and Psychiatry 4551: 4549: 4374: 4372: 4370: 4368: 4366: 4364: 4299: 4072: 4070: 4068: 4066: 4064: 3677: 3675: 3673: 3671: 3649:Educational Handbook for Refugee Parents 3571: 3569: 3567: 3565: 3556:Missing Out: Refugee Education in Crisis 3084: 2930: 2830: 2828: 2826: 2703:10.1146/annurev-publhealth-040119-094230 2379:Journal of Immigrant and Minority Health 1937: 1198: 1090: 1075:A book published in 2022 written by Dr. 981: 906: 877: 843: 555: 269: 183: 180:Home country experiences (pre-migration) 75: 44: 18: 5992: 5988: 5986: 5966: 5964: 5946: 5944: 5942: 5914: 5912: 5910: 5820: 5818: 5777: 5644: 5558: 5554: 5552: 5520: 5518: 5516: 5484: 5482: 5480: 5422: 5420: 5418: 5416: 5414: 5412: 5410: 5321: 5319: 5317: 4819: 4817: 4815: 4776:Journal of Human Rights and Social Work 4765: 4763: 4761: 4522: 4520: 4518: 4516: 4489: 4487: 4485: 4483: 4481: 4317: 4313:. University of Toronto Press: Toronto. 4308: 4241: 4239: 4237: 4235: 4233: 3989: 3987: 3949: 3947: 3945: 3943: 3941: 3939: 3925: 3923: 3921: 3919: 3917: 3915: 3558:. The UN Refugee Agency. pp. 3–46. 3549: 3547: 3545: 3543: 3276: 3188: 3182: 3126: 3124: 3122: 3035: 2986: 2957: 2911: 1087:Academic adjustment of refugee children 890: 646: 470: 114:best interests of the child (Article 3) 6143: 5890: 5734: 5451:Anthropology & Education Quarterly 5370: 5285: 4769: 4207:Zhou, M & Bankston, Carl. (2000). 3553: 3514: 3354: 3075: 2755:, JSTOR, www.jstor.org/stable/2546651. 2743: 2741: 2739: 2502: 2390: 2388: 2339: 2324: 2313: 2311: 2099: 2097: 2068: 2066: 2013: 2011: 1997: 1995: 1805: 1803: 1801: 1799: 1544: 1542: 1528: 1526: 1516: 1514: 1500: 1498: 1460: 1458: 1444: 1442: 1428: 1426: 1424: 1283:the main barriers to their education. 830: 5970: 5778:Edwards, Cherie Dionne (2017-06-20). 5488: 5202:American Educational Research Journal 4915: 4824:Xie, Yu; Greenman, Emily (May 2011). 4546: 4361: 4061: 3668: 3562: 3250:Journal of Comparative Family Studies 3241: 2823: 2751:, vol. 22, no. 2, 1988, pp. 282–300. 2235:Journal of Comparative Family Studies 1852: 1850: 1736: 1734: 1694: 1692: 1634: 1632: 1602: 1600: 1586: 1584: 1562:Schorchit, Nicolle (March 21, 2017). 1484: 1482: 1480: 1478: 1476: 1474: 582:Diarrhea, acute watery diarrhea, and 188:Former child soldiers in the eastern 105:Convention on the Rights of the Child 6097:Roberts, Keri, and Jennifer Harris. 5983: 5961: 5939: 5907: 5815: 5549: 5524: 5513: 5477: 5407: 5314: 5245:Equity & Excellence in Education 5199: 5093: 4812: 4770:Thomas, Rebecca Leela (2016-12-01). 4758: 4513: 4478: 4230: 3984: 3936: 3912: 3575: 3540: 3400: 3119: 2254: 100, no. 12 (2010): 2442-2449. 1403: 1401: 1399: 1397: 1395: 1393: 1391: 1389: 1387: 1385: 1371:International Missing Children's Day 997: 689: 266:Transit experiences (transmigration) 5993:Zhou, Min; Iii, Carl (2000-01-02). 5897:Literacy Learning: The Middle Years 5645:Brunick, Lisa Lefler (1999-07-01). 5426: 4735: 4056:Journal on Education in Emergencies 3665: 137, no. 6 (2016): e20153994. 2820: 27, no. 11 (2003): 1277-1290. 2736: 2385: 2308: 2094: 2063: 2008: 1992: 1979: 1796: 1539: 1523: 1511: 1495: 1455: 1439: 1421: 1038: 784: 92: 13: 5151:McInerney, Peter (February 2009). 5023: 28, no. 8 (2012): 1071-1082. 4042:Refugee education: A global review 3902:Refugee Education: A Global Review 3825:Isik-Ercan, Zeynep (Autumn 2012). 3684:Humanitarianism and Mass Migration 3535:http://www.unhcr.org/59b696f44.pdf 3515:Grandi, Filippo (September 2016). 2805:International review of psychiatry 2749:The International Migration Review 2382: 16, no. 5 (2014): 1016-1022. 1847: 1731: 1718: 1689: 1645: 1629: 1597: 1581: 1471: 1154: 744: 14: 6182: 6137:. International Rescue Committee. 6128: 5891:Naidoo, Loshini (February 2011). 4660:Child Adolesc Psychiatr Clin N Am 4335:Early Childhood Education Journal 4077:Jaƒfe-Walter, Reva (2018-03-29). 2579:Pediatric hematology and oncology 2557:American journal of public health 2450: 106, no. 1 (2016): 128-135. 2448:American journal of public health 2399: 11, no. 1 (2016): e0147854. 2252:American Journal of Public Health 2146: 109, no. 4 (2004): 243-258. 2034: 2, no. 6 (2014): e313-e314. 1885:Advances in Psychiatric Treatment 1382: 836:Structure of the education system 721:Cultural competence in healthcare 430: 144:which reference child migration: 6104: 6091: 6078: 6065: 6022: 5884: 5843: 5771: 5728: 5685: 5638: 5595: 5463:10.1111/j.1548-1492.2010.01067.x 5442: 5373:Children, Youth and Environments 5364: 5349: 5334: 5279: 5236: 5193: 5144: 5040: 5037: 27, no. 2 (2011): 332-341. 5026: 5012: 4999: 4996: 11, no. 1 (2014): 101-119. 4986: 4983: 24, no. 4 (2014): 531-544. 4973: 4964: 4940:10.1016/j.ssresearch.2011.01.004 4866: 4842:10.1016/j.ssresearch.2011.01.004 4729: 4627: 4575: 4419: 4286: 4217: 4162: 4047: 4034: 3960: 3933: 14, no. 2 (2016): 131-148. 3931:Theory and Research in Education 3754: 3707: 3655: 3527: 3508: 3505: 33, no. 5 (2003): 324-348. 3495: 3378:10.1097/00004703-200604000-00013 2807: 20, no. 3 (2008): 317-328. 2594: 17, no. 7 (2016): 865-867. 2581: 14, no. 3 (1997): 267-272. 2503:Reilly, Hugh (October 9, 2017). 2224: 27, no. 1 (2002): 115-126. 2159: 42, no. 1 (2004): 141-148. 2091: 53, no. 8 (2002): 970-976. 1900: 16, no. 5 (2010): 299-306. 1826: 48, no. 4 (2011): 392-415. 1770: 31, no. 1 (2006): 127-164. 1757: 39, no. 5 (2006): 599-622. 1436: 18, no. 1 (1997): 283-312. 660:Cognitive and emotional barriers 517: 394: 190:Democratic Republic of the Congo 163:Stages of the refugee experience 5009: 9, no. 3 (2012): 297-320. 4928:Social Science Research Journal 4830:Social Science Research Journal 4148:10.1016/j.socscimed.2010.07.018 3908:. University of Toronto: UNHCR. 3899:Dryden-Peterson, Sarah (2011). 3215: 3001:Issues in Mental Health Nursing 2905: 2861: 2810: 2797: 2758: 2620:Medicine, Conflict and Survival 2610: 2597: 2584: 2571: 2562: 2559: 101, no. 1 (2011): 48-54. 2548: 2535: 2522: 2496: 2466: 2453: 2439: 2436: 63, no. 29 (2014): 638-9. 2425: 2412: 2402: 2295: 2282: 2257: 2240: 2214: 2201: 2198: 1, no. 1 (2008): 126-138. 2188: 2175: 2170:London, Refugee Support Network 2162: 2149: 2136: 2123: 2110: 2080: 2050: 2037: 2024: 1931: 1922: 1890: 1887: 7, no. 3 (2001): 216-222. 1877: 1863: 1838: 1829: 1816: 1760: 1747: 1705: 1680: 1667: 1654: 1555: 1263: 933:Language barriers and ethnicity 685:Mistrust of Western biomedicine 488:Department of Homeland Security 5663:10.1080/00043125.1999.11650864 5616:10.1080/00043125.2015.11519346 5393:10.7721/chilyoutenvi.17.3.0104 5035:Teaching and Teacher Education 5021:Teaching and Teacher Education 4922:Xie, Yu; Greenman (May 2011). 4556:Strekalova, Ekaterina (2008). 4527:Strekalova, Ekaterina (2008). 4058: 1, no. 1 (2015): 92-130. 3614:International Migration Review 3227:Office of Refugee Resettlement 2690:Annual Review of Public Health 2532: 30, no. 1 (2013): 70-79. 2480:. June 1, 2017. Archived from 2211: 19, no. 1 (1987): 77-83. 2144:Acta psychiatrica scandinavica 1728: 43, no. 1 (2004): 24-36. 1568:National Education Association 1434:Annual review of public health 484:Office of Refugee Resettlement 289: 1: 5749:10.1080/10749039.2018.1481092 5573:10.1080/14675986.2017.1295572 5531:Canadian Journal of Education 5257:10.1080/10665684.2017.1336499 5157:Critical Studies in Education 4695:Clin Child Psychol Psychiatry 4397:10.1080/10564934.2017.1328268 4095:10.1080/00405841.2018.1426934 4040:Dryden-Peterson, Sarah. 4012:10.1080/03057925.2018.1515007 3779:10.1080/10852352.2021.1935190 2422: 98, no. 1 (2015): 43-7. 2209:Journal of psychoactive drugs 1755:Comparative Political Studies 1744: 10, no. 1 (2011): 2-10. 1452: 44, no. 1 (2009): 6-15. 1376: 412:posttraumatic stress disorder 345:women and girls brought into 82:Julius Schnorr von Karolsfeld 5102:Comparative Education Review 5049:Comparative Education Review 3595:10.1016/j.sbspro.2011.03.363 3503:Journal of Adolescent Health 3453:, and Y. Vali (April 2006). 3013:10.3109/01612840.2010.550383 2972:10.1080/03057925.2010.523168 2077: 6, no. 1 (2008): 1-13. 1608:"Frequently asked questions" 1311:Mobile learning for refugees 915: 793: 522: 353: 7: 5737:Mind, Culture, and Activity 5706:10.1177/1359104500005002004 5356:Taylor & Sidhu (2012). 5341:Arnot & Pinson (2005). 3189:Spitzer, Denise L. (2006). 2545: 54, no. 2 (2005): 42. 2107: 6, no. 3 (2017): 110. 2075:Journal of water and health 1361:Asylum in the United States 1294: 1242: 573:internally displaced people 279:Russian invasion of Ukraine 10: 6187: 5326:Bonneville, Lucie (2019). 5007:Journal of Peace Education 4994:Journal of Peace Education 3955:Migration Policy Institute 3340:10.1016/j.jmwh.2004.04.031 3057:Journal of Refugee Studies 2605:J Child Psychol Psychiatry 2340:Lustig, Stuart L. (2003). 2292: 3, no. 1 (2009): 13. 2120:22, no. 2 (2011): 177-190. 1468:45, no. 4 (2011): 299-307. 1356:Third country resettlement 797: 718: 561:with a high prevalence of 507: 476:Third country resettlement 244:testified in front of the 96: 6043:10.1017/S1474746406003484 6031:Social Policy and Society 5495:Democracy & Education 5170:10.1080/17508480802526637 4789:10.1007/s41134-016-0022-z 4672:10.1016/j.chc.2008.02.002 4347:10.1007/s10643-006-0082-2 4264:10.1007/s11256-016-0379-4 4183:10.1007/s11256-016-0379-4 3875:10.1080/13676260220134430 3732:10.1080/13603110903560085 3421:10.1007/s00737-007-0176-x 3328:J Midwifery Womens Health 3152:10.1007/s10488-006-0046-2 2818:Child abuse & neglect 2632:10.1080/13623690802568913 2607:, 1999. 40(3): p. 385-91. 2434:MMWR Morb Mortal Wkly Rep 1715:. Psychology Press, 2004. 1664:. New Africa Books, 2007. 1536:. Federation Press, 2006. 1195:Extracurricular resources 715:Culturally competent care 627:Mental health and illness 503: 240:In 2014 the President of 86:Massacre of the Innocents 5489:Roxas, Kevin C. (2011). 5300:10.1080/0142569920130402 5214:10.3102/0002831208316200 4892:10.1177/0895904818807319 4707:10.1177/1359104507071052 4494:Blackwell, Dick (2000). 3863:Journal of Youth Studies 3554:Grandi, Filippo (2016). 3297:10.1258/1355819053559074 3285:J Health Serv Res Policy 3208:10.25071/1920-7336.21354 3085:Fowler N (August 1998). 2883:10.1177/1363461509351363 2854:10.25071/1920-7336.21885 2222:Psychoneuroendocrinology 2032:The Lancet Global Health 2019:Global Detention Project 1938:Batstone, David (2010). 1824:Transcultural Psychiatry 1118:and/or other underlying 619:following resettlement. 591:Noncommunicable diseases 5561:Intercultural Education 5345:. Cambridge University. 4565:Multicultural Education 4536:Multicultural Education 4445:10.3390/ijerph182212016 4227: 34 (2014): 42-50. 3833:(Special Issue): 3025–8 3576:Hoot, James L. (2011). 3409:Arch Womens Ment Health 2157:International migration 2118:Intercultural Education 1910:Kielburger, C. (2009). 1811:Forced Migration Review 1550:Forced Migration Review 1450:Australian Psychologist 1134:Debates on assimilation 865:1951 Refugee Convention 135:1969 Refugee Convention 6010:Cite journal requires 5803:Cite journal requires 3692:10.2307/j.ctv9zchv9.15 3140:Adm Policy Ment Health 2912:fastSEO (2023-02-24). 2463:67, no. 4 (1989): 381. 2237: (2000): 281-293. 2056:de Bruijn, Bart. 1768:International Security 1204: 1186:Pedagogical Approaches 1096: 994: 912: 883: 852: 757:Lack of transportation 455:Unaccompanied children 282: 246:United States Congress 192: 172:waiting to be able to 89: 50: 27: 5977:Clark Digital Commons 5856:DIW Economic Bulletin 5385:10.1353/cye.2007.0036 4309:Stewart, Jan (2011). 3521:The UN Refugee Agency 3262:10.3138/jcfs.42.4.599 2530:Public Health Nursing 2001:Flynn, Michael. 1202: 1094: 1077:Sarah Dryden-Peterson 985: 910: 881: 847: 719:Further information: 556:Communicable diseases 273: 187: 97:Further information: 79: 48: 22: 5525:Kanu, Yatta (2008). 5436:CFBT Education Trust 4083:Theory into Practice 2871:Transcult Psychiatry 2185: (2006): 15-16. 2089:Psychiatric Services 1870:resettlement." 1677: 55 (2000): 25. 1660:Bloch, Joanne. 1642: (1999): 13-39. 1306:Finnish war children 891:Structure of classes 857:developing countries 726:Culturally competent 701:culturally sensitive 647:Access to healthcare 471:Refugee resettlement 206:Syrian Arab Republic 55:psychological trauma 4666:(3): 533–49, viii. 3471:10.1503/cmaj.051206 3366:J Dev Behav Pediatr 3334:(4 Suppl 1): 14–8. 2771:migrationpolicy.org 2592:The Lancet Oncology 2484:on December 1, 2017 1552: 35 (2010): 8. 1336:Runaway (dependent) 1275:Dadaab refugee camp 1162:Dadaab refugee camp 964:Vietnamese American 831:Access to education 577:Dadaab refugee camp 339:sexual exploitation 30:Nearly half of all 5971:Biron, HL (2016). 5862:(34/35): 422–430. 5830:unesdoc.unesco.org 4879:Educational Policy 4385:European Education 3223:"Health Insurance" 3069:10.1093/jrs/feq038 1942:. Harper Collins. 1532:Crock, Mary. 1508:. Routledge, 2015. 1414:2020-02-02 at the 1205: 1097: 1031:Identity confusion 995: 913: 884: 853: 563:infectious disease 283: 275:Ukrainian refugees 193: 90: 51: 28: 5932:978-1-5225-3956-8 5330:. Honors College. 1949:978-0-06-202372-8 690:Language barriers 155:Additionally the 6178: 6123: 6122: 6116: 6108: 6102: 6095: 6089: 6082: 6076: 6069: 6063: 6062: 6026: 6020: 6019: 6013: 6008: 6006: 5998: 5990: 5981: 5980: 5968: 5959: 5958: 5948: 5937: 5936: 5916: 5905: 5904: 5888: 5882: 5881: 5871: 5847: 5841: 5840: 5838: 5837: 5822: 5813: 5812: 5806: 5801: 5799: 5791: 5775: 5769: 5768: 5732: 5726: 5725: 5689: 5683: 5682: 5642: 5636: 5635: 5599: 5593: 5592: 5556: 5547: 5546: 5522: 5511: 5510: 5486: 5475: 5474: 5446: 5440: 5439: 5433: 5427:Kendall, Sally. 5424: 5405: 5404: 5368: 5362: 5361: 5353: 5347: 5346: 5338: 5332: 5331: 5323: 5312: 5311: 5283: 5277: 5276: 5240: 5234: 5233: 5197: 5191: 5190: 5172: 5148: 5142: 5141: 5097: 5091: 5090: 5072: 5044: 5038: 5030: 5024: 5016: 5010: 5003: 4997: 4990: 4984: 4977: 4971: 4968: 4962: 4961: 4951: 4919: 4913: 4912: 4894: 4870: 4864: 4863: 4853: 4821: 4810: 4809: 4791: 4767: 4756: 4755: 4753: 4751: 4742: 4736:Kessler, Julie. 4733: 4727: 4726: 4690: 4684: 4683: 4655: 4649: 4648: 4646: 4645: 4631: 4625: 4624: 4618: 4614: 4612: 4604: 4602: 4601: 4579: 4573: 4572: 4562: 4553: 4544: 4543: 4533: 4524: 4511: 4510: 4500: 4491: 4476: 4475: 4465: 4447: 4423: 4417: 4416: 4391:(2–3): 114–132. 4376: 4359: 4358: 4330: 4315: 4314: 4306: 4297: 4290: 4284: 4283: 4252:The Urban Review 4243: 4228: 4221: 4215: 4214: 4204: 4195: 4194: 4171:The Urban Review 4166: 4160: 4159: 4133: 4124: 4115: 4114: 4074: 4059: 4054:settings." 4051: 4045: 4038: 4032: 4031: 3991: 3982: 3981: 3964: 3958: 3951: 3934: 3927: 3910: 3909: 3907: 3896: 3887: 3886: 3858: 3843: 3842: 3840: 3838: 3822: 3807: 3806: 3758: 3752: 3751: 3711: 3705: 3704: 3679: 3666: 3659: 3653: 3652: 3644: 3638: 3637: 3609: 3600: 3599: 3597: 3573: 3560: 3559: 3551: 3538: 3531: 3525: 3524: 3512: 3506: 3499: 3493: 3492: 3482: 3447: 3441: 3440: 3404: 3398: 3397: 3361: 3352: 3351: 3323: 3317: 3316: 3280: 3274: 3273: 3245: 3239: 3238: 3236: 3234: 3219: 3213: 3212: 3210: 3186: 3180: 3179: 3137: 3128: 3117: 3116: 3106: 3082: 3073: 3072: 3052: 3033: 3032: 2995: 2984: 2983: 2955: 2928: 2927: 2925: 2924: 2909: 2903: 2902: 2865: 2859: 2858: 2856: 2832: 2821: 2814: 2808: 2801: 2795: 2794: 2788: 2780: 2778: 2777: 2762: 2756: 2745: 2734: 2733: 2723: 2705: 2681: 2672: 2669: 2660: 2659: 2614: 2608: 2601: 2595: 2588: 2582: 2575: 2569: 2566: 2560: 2552: 2546: 2539: 2533: 2526: 2520: 2519: 2517: 2515: 2500: 2494: 2493: 2491: 2489: 2470: 2464: 2457: 2451: 2443: 2437: 2429: 2423: 2416: 2410: 2406: 2400: 2392: 2383: 2374: 2365: 2364: 2362: 2361: 2355: 2348: 2337: 2322: 2315: 2306: 2299: 2293: 2286: 2280: 2279: 2277: 2275: 2261: 2255: 2244: 2238: 2231: 2225: 2218: 2212: 2205: 2199: 2192: 2186: 2179: 2173: 2166: 2160: 2153: 2147: 2140: 2134: 2127: 2121: 2114: 2108: 2101: 2092: 2084: 2078: 2070: 2061: 2054: 2048: 2041: 2035: 2028: 2022: 2015: 2006: 1999: 1990: 1983: 1977: 1976: 1960: 1954: 1953: 1935: 1929: 1926: 1920: 1919: 1907: 1901: 1894: 1888: 1881: 1875: 1867: 1861: 1854: 1845: 1842: 1836: 1833: 1827: 1820: 1814: 1807: 1794: 1793: 1791: 1780: 1771: 1764: 1758: 1751: 1745: 1742:World Psychiatry 1738: 1729: 1722: 1716: 1709: 1703: 1696: 1687: 1684: 1678: 1671: 1665: 1658: 1652: 1649: 1643: 1636: 1627: 1626: 1624: 1623: 1614:. Archived from 1604: 1595: 1588: 1579: 1578: 1576: 1574: 1559: 1553: 1546: 1537: 1530: 1521: 1518: 1509: 1502: 1493: 1486: 1469: 1462: 1453: 1446: 1437: 1430: 1419: 1405: 1177:also resisted a 1039:Role of teachers 959:social exclusion 785:Health education 530:wasting syndrome 358:Children may be 337:are forced into 93:Legal protection 80:This woodcut by 59:Refugee children 6186: 6185: 6181: 6180: 6179: 6177: 6176: 6175: 6161:Children in war 6141: 6140: 6131: 6126: 6114: 6110: 6109: 6105: 6096: 6092: 6083: 6079: 6070: 6066: 6027: 6023: 6011: 6009: 6000: 5999: 5991: 5984: 5969: 5962: 5949: 5940: 5933: 5917: 5908: 5889: 5885: 5848: 5844: 5835: 5833: 5824: 5823: 5816: 5804: 5802: 5793: 5792: 5776: 5772: 5733: 5729: 5690: 5686: 5643: 5639: 5600: 5596: 5557: 5550: 5523: 5514: 5487: 5478: 5447: 5443: 5431: 5425: 5408: 5369: 5365: 5354: 5350: 5339: 5335: 5324: 5315: 5284: 5280: 5241: 5237: 5198: 5194: 5149: 5145: 5098: 5094: 5045: 5041: 5031: 5027: 5017: 5013: 5004: 5000: 4991: 4987: 4978: 4974: 4969: 4965: 4920: 4916: 4871: 4867: 4822: 4813: 4768: 4759: 4749: 4747: 4740: 4734: 4730: 4691: 4687: 4656: 4652: 4643: 4641: 4633: 4632: 4628: 4616: 4615: 4606: 4605: 4599: 4597: 4595: 4581: 4580: 4576: 4560: 4554: 4547: 4531: 4525: 4514: 4498: 4492: 4479: 4424: 4420: 4377: 4362: 4331: 4318: 4307: 4300: 4296:. UNESCO, 2011. 4291: 4287: 4244: 4231: 4222: 4218: 4205: 4198: 4167: 4163: 4142:(8): 1399–408. 4131: 4125: 4118: 4075: 4062: 4052: 4048: 4039: 4035: 3992: 3985: 3966: 3965: 3961: 3952: 3937: 3928: 3913: 3905: 3897: 3890: 3859: 3846: 3836: 3834: 3823: 3810: 3759: 3755: 3712: 3708: 3702: 3680: 3669: 3660: 3656: 3645: 3641: 3626:10.2307/2546651 3610: 3603: 3574: 3563: 3552: 3541: 3532: 3528: 3513: 3509: 3500: 3496: 3448: 3444: 3405: 3401: 3362: 3355: 3324: 3320: 3281: 3277: 3246: 3242: 3232: 3230: 3221: 3220: 3216: 3187: 3183: 3135: 3129: 3120: 3083: 3076: 3053: 3036: 2996: 2987: 2956: 2931: 2922: 2920: 2918:pediatrixmd.com 2910: 2906: 2866: 2862: 2833: 2824: 2815: 2811: 2802: 2798: 2782: 2781: 2775: 2773: 2763: 2759: 2746: 2737: 2682: 2675: 2670: 2663: 2615: 2611: 2602: 2598: 2589: 2585: 2576: 2572: 2567: 2563: 2553: 2549: 2540: 2536: 2527: 2523: 2513: 2511: 2501: 2497: 2487: 2485: 2472: 2471: 2467: 2458: 2454: 2444: 2440: 2430: 2426: 2417: 2413: 2407: 2403: 2393: 2386: 2375: 2368: 2359: 2357: 2353: 2346: 2338: 2325: 2316: 2309: 2300: 2296: 2287: 2283: 2273: 2271: 2263: 2262: 2258: 2248:Charlotte Watts 2245: 2241: 2232: 2228: 2219: 2215: 2206: 2202: 2193: 2189: 2180: 2176: 2167: 2163: 2154: 2150: 2141: 2137: 2131:Refugee Council 2128: 2124: 2115: 2111: 2105:Social Sciences 2102: 2095: 2085: 2081: 2071: 2064: 2055: 2051: 2042: 2038: 2029: 2025: 2016: 2009: 2000: 1993: 1984: 1980: 1961: 1957: 1950: 1936: 1932: 1927: 1923: 1916:The Star Online 1908: 1904: 1895: 1891: 1882: 1878: 1868: 1864: 1855: 1848: 1843: 1839: 1834: 1830: 1821: 1817: 1808: 1797: 1789: 1781: 1774: 1765: 1761: 1752: 1748: 1739: 1732: 1723: 1719: 1710: 1706: 1697: 1690: 1685: 1681: 1672: 1668: 1659: 1655: 1650: 1646: 1637: 1630: 1621: 1619: 1606: 1605: 1598: 1589: 1582: 1572: 1570: 1560: 1556: 1547: 1540: 1531: 1524: 1519: 1512: 1503: 1496: 1487: 1472: 1463: 1456: 1447: 1440: 1431: 1422: 1416:Wayback Machine 1406: 1383: 1379: 1297: 1266: 1245: 1232:translanguaging 1197: 1188: 1179:peace education 1170:peace education 1157: 1155:Peace education 1136: 1089: 1041: 1000: 998:Other obstacles 935: 918: 893: 838: 833: 802: 796: 787: 747: 745:Other obstacles 723: 717: 692: 662: 649: 629: 613:type 2 diabetes 593: 558: 525: 520: 512: 506: 473: 433: 420: 397: 356: 292: 268: 198:forced marriage 182: 165: 101: 95: 17: 12: 11: 5: 6184: 6174: 6173: 6168: 6163: 6158: 6153: 6151:Child refugees 6139: 6138: 6130: 6129:External links 6127: 6125: 6124: 6103: 6090: 6086:UNICEF, Jordan 6077: 6064: 6037:(2): 219–229. 6021: 6012:|journal= 5982: 5960: 5938: 5931: 5925:. IGI Global. 5906: 5883: 5842: 5814: 5805:|journal= 5770: 5743:(3): 263–277. 5727: 5700:(2): 189–201. 5684: 5637: 5594: 5567:(2): 143–164. 5548: 5537:(4): 915–940. 5512: 5476: 5441: 5406: 5363: 5348: 5333: 5313: 5294:(4): 419–436. 5278: 5251:(3): 258–274. 5235: 5208:(2): 495–522. 5192: 5143: 5114:10.1086/428102 5092: 5061:10.1086/675499 5055:(2): 191–214. 5039: 5025: 5011: 4998: 4985: 4972: 4963: 4934:(3): 965–984. 4914: 4885:(1): 136–157. 4865: 4836:(3): 965–984. 4811: 4782:(4): 193–201. 4757: 4728: 4685: 4650: 4626: 4617:|website= 4593: 4574: 4545: 4512: 4503:Opinion Papers 4477: 4418: 4360: 4316: 4298: 4285: 4229: 4216: 4196: 4161: 4116: 4089:(2): 147–153. 4060: 4046: 4044:. UNCHR, 2011. 4033: 4006:(3): 391–409. 3983: 3959: 3935: 3911: 3888: 3844: 3808: 3773:(4): 434–449. 3753: 3706: 3700: 3667: 3654: 3639: 3620:(2): 282–300. 3601: 3561: 3539: 3526: 3507: 3494: 3442: 3399: 3353: 3318: 3275: 3256:(4): 599–613. 3240: 3214: 3181: 3118: 3074: 3034: 2985: 2929: 2904: 2877:(4): 584–607. 2860: 2822: 2809: 2796: 2757: 2735: 2696:(1): 159–176. 2673: 2661: 2609: 2596: 2583: 2570: 2561: 2547: 2534: 2521: 2495: 2465: 2452: 2438: 2424: 2411: 2401: 2384: 2366: 2323: 2307: 2294: 2281: 2265:"Resettlement" 2256: 2239: 2226: 2213: 2200: 2187: 2174: 2161: 2148: 2135: 2122: 2109: 2093: 2079: 2062: 2049: 2036: 2023: 2007: 1991: 1978: 1955: 1948: 1930: 1921: 1902: 1889: 1876: 1862: 1846: 1837: 1828: 1815: 1813:54 (2017): 38. 1795: 1772: 1759: 1746: 1730: 1717: 1704: 1688: 1679: 1666: 1653: 1644: 1628: 1596: 1580: 1554: 1538: 1522: 1510: 1494: 1470: 1454: 1438: 1420: 1380: 1378: 1375: 1374: 1373: 1368: 1363: 1358: 1353: 1348: 1343: 1338: 1333: 1328: 1323: 1321:Refugee health 1318: 1313: 1308: 1303: 1296: 1293: 1265: 1262: 1244: 1241: 1196: 1193: 1187: 1184: 1156: 1153: 1135: 1132: 1088: 1085: 1070:discrimination 1040: 1037: 1036: 1035: 1032: 1029: 1026: 1019: 1015: 1011: 1008: 999: 996: 934: 931: 917: 914: 892: 889: 873:child marriage 837: 834: 832: 829: 795: 792: 786: 783: 782: 781: 778: 775: 772: 765: 764: 761: 758: 755: 746: 743: 716: 713: 705:cultural norms 691: 688: 687: 686: 683: 676: 673: 661: 658: 648: 645: 628: 625: 592: 589: 557: 554: 534:stunted growth 524: 521: 519: 516: 510:Refugee health 505: 502: 497:United Kingdom 472: 469: 436:Asylum seekers 432: 431:Seeking asylum 429: 419: 416: 396: 393: 355: 352: 291: 288: 281:, 5 March 2022 267: 264: 255: 254: 238: 230: 181: 178: 164: 161: 153: 152: 149: 122: 121: 118: 115: 112: 94: 91: 67:discrimination 40:refugee status 15: 9: 6: 4: 3: 2: 6183: 6172: 6169: 6167: 6166:Child welfare 6164: 6162: 6159: 6157: 6154: 6152: 6149: 6148: 6146: 6136: 6133: 6132: 6120: 6113: 6107: 6100: 6094: 6087: 6081: 6074: 6068: 6060: 6056: 6052: 6048: 6044: 6040: 6036: 6032: 6025: 6017: 6004: 5996: 5989: 5987: 5978: 5974: 5967: 5965: 5956: 5955: 5947: 5945: 5943: 5934: 5928: 5924: 5923: 5915: 5913: 5911: 5902: 5898: 5894: 5887: 5879: 5875: 5870: 5865: 5861: 5857: 5853: 5846: 5831: 5827: 5821: 5819: 5810: 5797: 5789: 5785: 5781: 5774: 5766: 5762: 5758: 5754: 5750: 5746: 5742: 5738: 5731: 5723: 5719: 5715: 5711: 5707: 5703: 5699: 5695: 5688: 5680: 5676: 5672: 5668: 5664: 5660: 5656: 5652: 5651:Art Education 5648: 5641: 5633: 5629: 5625: 5621: 5617: 5613: 5609: 5605: 5604:Art Education 5598: 5590: 5586: 5582: 5578: 5574: 5570: 5566: 5562: 5555: 5553: 5544: 5540: 5536: 5532: 5528: 5521: 5519: 5517: 5508: 5504: 5500: 5496: 5492: 5485: 5483: 5481: 5472: 5468: 5464: 5460: 5456: 5452: 5445: 5437: 5430: 5423: 5421: 5419: 5417: 5415: 5413: 5411: 5402: 5398: 5394: 5390: 5386: 5382: 5379:(3): 104–21. 5378: 5374: 5367: 5359: 5352: 5344: 5337: 5329: 5322: 5320: 5318: 5309: 5305: 5301: 5297: 5293: 5289: 5282: 5274: 5270: 5266: 5262: 5258: 5254: 5250: 5246: 5239: 5231: 5227: 5223: 5219: 5215: 5211: 5207: 5203: 5196: 5188: 5184: 5180: 5176: 5171: 5166: 5162: 5158: 5154: 5147: 5139: 5135: 5131: 5127: 5123: 5119: 5115: 5111: 5107: 5103: 5096: 5088: 5084: 5080: 5076: 5071: 5066: 5062: 5058: 5054: 5050: 5043: 5036: 5029: 5022: 5015: 5008: 5002: 4995: 4989: 4982: 4981:Human Affairs 4976: 4967: 4959: 4955: 4950: 4945: 4941: 4937: 4933: 4929: 4925: 4918: 4910: 4906: 4902: 4898: 4893: 4888: 4884: 4880: 4876: 4869: 4861: 4857: 4852: 4847: 4843: 4839: 4835: 4831: 4827: 4820: 4818: 4816: 4807: 4803: 4799: 4795: 4790: 4785: 4781: 4777: 4773: 4766: 4764: 4762: 4746: 4739: 4732: 4724: 4720: 4716: 4712: 4708: 4704: 4700: 4696: 4689: 4681: 4677: 4673: 4669: 4665: 4661: 4654: 4640: 4636: 4630: 4622: 4610: 4596: 4594:9780674267992 4590: 4586: 4585: 4578: 4570: 4566: 4559: 4552: 4550: 4541: 4537: 4530: 4523: 4521: 4519: 4517: 4508: 4504: 4497: 4490: 4488: 4486: 4484: 4482: 4473: 4469: 4464: 4459: 4455: 4451: 4446: 4441: 4438:(22): 12016. 4437: 4433: 4429: 4422: 4414: 4410: 4406: 4402: 4398: 4394: 4390: 4386: 4382: 4375: 4373: 4371: 4369: 4367: 4365: 4356: 4352: 4348: 4344: 4340: 4336: 4329: 4327: 4325: 4323: 4321: 4312: 4305: 4303: 4295: 4292:UNESCO. 4289: 4281: 4277: 4273: 4269: 4265: 4261: 4257: 4253: 4249: 4242: 4240: 4238: 4236: 4234: 4226: 4220: 4212: 4211: 4203: 4201: 4192: 4188: 4184: 4180: 4176: 4172: 4165: 4157: 4153: 4149: 4145: 4141: 4137: 4130: 4123: 4121: 4112: 4108: 4104: 4100: 4096: 4092: 4088: 4084: 4080: 4073: 4071: 4069: 4067: 4065: 4057: 4050: 4043: 4037: 4029: 4025: 4021: 4017: 4013: 4009: 4005: 4001: 3997: 3990: 3988: 3979: 3975: 3971: 3970: 3963: 3957: (2015). 3956: 3950: 3948: 3946: 3944: 3942: 3940: 3932: 3926: 3924: 3922: 3920: 3918: 3916: 3904: 3903: 3895: 3893: 3884: 3880: 3876: 3872: 3869:(2): 173–93. 3868: 3864: 3857: 3855: 3853: 3851: 3849: 3832: 3828: 3821: 3819: 3817: 3815: 3813: 3804: 3800: 3796: 3792: 3788: 3784: 3780: 3776: 3772: 3768: 3764: 3757: 3749: 3745: 3741: 3737: 3733: 3729: 3725: 3721: 3717: 3710: 3703: 3701:9780520969629 3697: 3693: 3689: 3685: 3678: 3676: 3674: 3672: 3664: 3658: 3650: 3643: 3635: 3631: 3627: 3623: 3619: 3615: 3608: 3606: 3596: 3591: 3587: 3583: 3579: 3572: 3570: 3568: 3566: 3557: 3550: 3548: 3546: 3544: 3536: 3530: 3522: 3518: 3511: 3504: 3498: 3490: 3486: 3481: 3476: 3472: 3468: 3465:(9): 1253–4. 3464: 3460: 3456: 3452: 3451:Paul Caulford 3446: 3438: 3434: 3430: 3426: 3422: 3418: 3415:(3): 93–101. 3414: 3410: 3403: 3395: 3391: 3387: 3383: 3379: 3375: 3372:(2): 145–54. 3371: 3367: 3360: 3358: 3349: 3345: 3341: 3337: 3333: 3329: 3322: 3314: 3310: 3306: 3302: 3298: 3294: 3290: 3286: 3279: 3271: 3267: 3263: 3259: 3255: 3251: 3244: 3228: 3224: 3218: 3209: 3204: 3200: 3196: 3192: 3185: 3177: 3173: 3169: 3165: 3161: 3157: 3153: 3149: 3146:(3): 342–55. 3145: 3141: 3134: 3127: 3125: 3123: 3114: 3110: 3105: 3100: 3097:(4): 388–91. 3096: 3092: 3088: 3081: 3079: 3070: 3066: 3063:(4): 523–45. 3062: 3058: 3051: 3049: 3047: 3045: 3043: 3041: 3039: 3030: 3026: 3022: 3018: 3014: 3010: 3007:(5): 279–90. 3006: 3002: 2994: 2992: 2990: 2981: 2977: 2973: 2969: 2965: 2961: 2954: 2952: 2950: 2948: 2946: 2944: 2942: 2940: 2938: 2936: 2934: 2919: 2915: 2908: 2900: 2896: 2892: 2888: 2884: 2880: 2876: 2872: 2864: 2855: 2850: 2846: 2842: 2838: 2831: 2829: 2827: 2819: 2813: 2806: 2800: 2792: 2786: 2772: 2768: 2761: 2754: 2750: 2744: 2742: 2740: 2731: 2727: 2722: 2717: 2713: 2709: 2704: 2699: 2695: 2691: 2687: 2680: 2678: 2668: 2666: 2657: 2653: 2649: 2645: 2641: 2637: 2633: 2629: 2625: 2621: 2613: 2606: 2600: 2593: 2587: 2580: 2574: 2565: 2558: 2551: 2544: 2538: 2531: 2525: 2510: 2506: 2499: 2483: 2479: 2475: 2469: 2462: 2456: 2449: 2442: 2435: 2428: 2421: 2415: 2405: 2398: 2391: 2389: 2381: 2380: 2373: 2371: 2356:on 2016-03-04 2352: 2345: 2344: 2336: 2334: 2332: 2330: 2328: 2320: 2314: 2312: 2304: 2298: 2291: 2285: 2270: 2266: 2260: 2253: 2249: 2243: 2236: 2230: 2223: 2217: 2210: 2204: 2197: 2191: 2184: 2178: 2172: (2012). 2171: 2165: 2158: 2152: 2145: 2139: 2133: (2011). 2132: 2126: 2119: 2113: 2106: 2100: 2098: 2090: 2083: 2076: 2069: 2067: 2059: 2053: 2046: 2040: 2033: 2027: 2021: (2016). 2020: 2014: 2012: 2004: 1998: 1996: 1988: 1982: 1974: 1970: 1966: 1959: 1951: 1945: 1941: 1934: 1925: 1917: 1913: 1906: 1899: 1893: 1886: 1880: 1874: (2011). 1873: 1866: 1859: 1853: 1851: 1841: 1832: 1825: 1819: 1812: 1806: 1804: 1802: 1800: 1788: 1787: 1779: 1777: 1769: 1763: 1756: 1750: 1743: 1737: 1735: 1727: 1721: 1714: 1708: 1701: 1695: 1693: 1683: 1676: 1670: 1663: 1657: 1648: 1641: 1635: 1633: 1618:on 2018-02-06 1617: 1613: 1609: 1603: 1601: 1593: 1587: 1585: 1569: 1565: 1558: 1551: 1545: 1543: 1535: 1529: 1527: 1517: 1515: 1507: 1501: 1499: 1492: (2011). 1491: 1485: 1483: 1481: 1479: 1477: 1475: 1467: 1461: 1459: 1451: 1445: 1443: 1435: 1429: 1427: 1425: 1417: 1413: 1410: 1404: 1402: 1400: 1398: 1396: 1394: 1392: 1390: 1388: 1386: 1381: 1372: 1369: 1367: 1364: 1362: 1359: 1357: 1354: 1352: 1349: 1347: 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