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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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
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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.
871:. The 1951 Convention and 1967 Protocol both emphasize the right to education for refugees, articulating the definition of refugeehood in international contexts. Nevertheless, refugee students have one of the lowest rates of access to education. The UNHCR reported in 2014 that about 50 percent of refugee children had access to education compared to children globally at 93 percent. The UNHCR discusses how refugee education can help reduce
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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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:
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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.
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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.
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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
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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
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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.
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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
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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.
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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,
4053:
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
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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,
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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.
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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".
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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
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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."
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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
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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
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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.
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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."
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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."
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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
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UN General Assembly. "Protocol against the Smuggling of Migrants by Land, Sea and Air, Supplementing the United Nations Convention against Transnational Organized Crime." (2000).
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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
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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:
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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:
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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"
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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.
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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.
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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."
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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:
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Education shifts with the different stages of the refugee experience. The report, "Missing Out: Refugee Education in Crisis", compares
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Frounfelker, Rochelle L.; Miconi, Diana; Farrar, Jordan; Brooks, Mohamad Adam; Rousseau, Cécile; Betancourt, Theresa S. (2020-04-02).
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Yee, Barbara WK, and Nguyen Dinh Thu. "Correlates of drug use and abuse among Indochinese refugees: Mental health implications."
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The United States established its Unaccompanied Refugee Minor Program in 1980 to support unaccompanied children for resettlement. The
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Walker, Sarah. "Something to smile about: Promoting and supporting the educational and recreational needs of refugee children."
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Fazel, Mina, Unni Karunakara, and Elizabeth A. Newnham. "Detention, denial, and death: migration hazards for refugee children."
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Hamilton, Carolyn, Kirsten Anderson, Ruth Barnes, and Kamena Dorling. "Administrative detention of children: a global report."
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Bajaj, Monisha; Argenal, Amy; Canlas, Melissa (2017-07-03). "Socio-Politically Relevant Pedagogy for Immigrant and Refugee Youth".
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Emily Garin, Jan Beise, Lucia Hug, and Danzhen You. 2016. “Uprooted: The Growing Crisis for Refugee and Migrant Children.” UNICEF.
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roles are reversed. Traditional family dynamics in refugee families disturbed by cultural adaptation tend to destabilize important
159:
covers the rights of the children of migrant workers in both regular and irregular situations during the entire migration process.
5995:"Straddling Two Social Worlds: The Experience of Vietnamese Refugee Children in the United States. Urban Diversity Series No. 111"
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Centers for Disease Control and Prevention (CDC. "Elevated blood lead levels in refugee children--New Hampshire, 2003-2004."
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McKeary, Marie; Newbold, Bruce (2010). "Barriers to Care: The Challenges for Canadian Refugees and their Health Care Providers".
1411:
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Hardships of a refugee camp may also contribute to symptoms following a refugee child's discharge from a camp. A small number of
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844:
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Asaf, Yumna. "Syrian Women and the Refugee Crisis: Surviving the Conflict, Building Peace, and Taking New Gender Roles."
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food in the school menu). Without successfully negotiating cultural differences in the classroom, refugee children experience
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Farah, Randa. "A report on the psychological effects of overcrowding in refugee camps in the West Bank and Gaza Strip."
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Trauma – can impede the ability to learn and cause fear of people in positions of authority (such as teachers and principals)
196:
unaccompanied, due to fear of persecution on the premise of membership of a particular social group, or due to the threat of
104:
6073:
https://reliefweb.int/sites/reliefweb.int/files/resources/Disability_Inclusion_in_the_Syrian_Refugee_Response_in_Lebanon.pdf
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stress occurs in North America when families expect refugee youth to remain loyal to ethnic values while mastering the host
2473:
1448:
Kaplan, Ida. "Effects of trauma and the refugee experience on psychological assessment processes and interpretation."
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for overweight amongst refugee children was 18.4%. The prevalence rate of overweight and obesity among refugee children in
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Pherali, Tejendra, and Dean Garratt. "Post-conflict identity crisis in Nepal: Implications for educational reforms."
1432:
Toole, Michael J., and Ronald J. Waldman. "The public health aspects of complex emergencies and refugee situations."
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intermediaries between service providers and their parents. This may result in increased tension in family dynamics where
695:
adolescents have a greater capacity to adopt their host country's language and cultural practices, they are often used as
5973:"Refugee Youth Challenges and Unique Needs in Worcester Public Schools that are Satisfied by African Community Education"
1965:
Unaccompanied / separated children seeking refugee status in Ontario : a review of documented policies and practices
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Larsen, Marianne A.; Beech, Jason (May 2014). "Spatial Theorizing in Comparative and International Education Research".
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26:
refugee children from Somalia at a farewell party in Florida before being relocated to other places in the United States
5780:"Examining Acculturation Strategies in Immigrant and Refugee Youth: A Mixed Methods Approach to Arts-Informed Research"
895:
Student-teacher ratios are very high in most refugee schools, and in some countries, these ratios are nearly twice the
479:
resettlement would be most appropriate. Some nations have prioritized children at risk as a category for resettlement:
4079:"Leading in the Context of Immigration: Cultivating Collective Responsibility for Recently Arrived Immigrant Students"
1782:
4737:
4592:
3699:
924:
Where refugees live also affects their quality of school and resources available. Refugee children who live in large
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4992:
Levy, Gal. "Is there a place for peace education? Political education and citizenship activism in Israeli schools."
4979:
Arnon, Michal, and Yair Galily. "Monitoring the effects of an education for peace program: An Israeli perspective."
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can be exacerbated when the children arrive in the host country and are expected to adapt quickly to a new setting.
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Marar, Marianne Maurice. "I know there is no justice: Palestinian perceptions of higher education in Jordan."
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Moore, Will H., and Stephen M. Shellman. "Refugee or internally displaced person? To where should one flee?."
1534:
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656:
for the following reasons: Early interventions and treatments, Prevention of Childhood illnesses, Health tracking.
600:
likely to be above 10 μg/dL as the blood lead levels of children born in the United States. Evidence from the
189:
140:
Other international legal tools for the protection refugee children include two of the Protocols supplementing the
4248:""If You Need Help, They are Always There for us": Education for Refugees in an International High School in NYC"
2250:. "The relationship of trauma to mental disorders among trafficked and sexually exploited girls and women."
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Adapting to a new school environment is a major undertaking for refugee children who arrive in a new country or
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5892:
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The Education of Asylum Seeker and Refugee Children: A Study of LEA and school values, policies, and practices
5153:"Toward a critical pedagogy of engagement for alienated youth: insights from Freire and school-based research"
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57:, inadequate access to water and sanitation, nutritious food, health care and regular vaccination schedules.
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Dryden-Peterson, Sarah. "The educational experiences of refugee children in countries of first asylum."
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International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families
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2568:
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544:, increased from 17.3% at initial measurement at first arrival to 35.4% at measurement three years after.
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907:
572:
278:
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sources and statistics on refugee education with data on school enrollment around the world provided by
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Davies, Susanna, and Carol Batchelor. "Resettlement as a protection tool for refugee children."
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form of malnutrition. In the under five age range refugee children had significantly higher rates of
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5808:
4620:
3977:
3612:
Eisenbruch, Maurice (1988). "The Mental Health of Refugee Children and Their Cultural Development".
1168:
Peace education for refugee children may also have limitations and its share of opponents. Although
1043:
North American schools are agents of acculturation, helping refugee children integrate into Western
1034:
Behavioral issues – caused by the adjustment issues and survival behaviours learned in refugee camps
729:
but the traditional Western biomedical model of care often fails to acknowledge these determinants.
375:
detainees in Palestine do not receive sufficient food to meet their daily nutritional requirements.
148:
the Protocol to Prevent, Suppress, and Punish Trafficking in Persons, especially Women and Children;
6160:
5954:
Supporting refugee students through the refugee action support (RAS) program: what works in schools
3969:
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536:, as well as a lower prevalence of obesity, in comparison to low-income non-refugee children.
61:, particularly those without documentation and those who travel alone, are also vulnerable to
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5795:
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refugee children learning Arabic and Spanish, math, reading and writing, and science subjects
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Complicated insurance plans, resulting in a delay in compensation for the healthcare provider
495:
Together, these accounted for 66% of the child resettlement admissions to all of Europe. The
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Teachers can make the transition to a new school easier for refugee children by providing
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are children, and almost one in three children living outside their country of birth is a
8:
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children may be explained by the variance in refugees' location and time in transition.
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Straddling Two Social Worlds: The Experience of Vietnamese Refugee Children in the U.S.
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This section covers health throughout the different stages of the refugee experience.
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Disabled refugees and asylum seekers in Britain: Numbers and social characteristics
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5783:
5744:
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4392:
4381:"One Common Future, Two Education Systems: The Case of Syrian Children of Istanbul"
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2715:
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2627:
958:
946:
529:
294:
173:
5748:
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Vandenhole, Wouter, Ellen Desmet, Didier Reynaert, and Sara Lembrechts, eds.
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197:
5705:
4128:
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1778:
1776:
1564:"Despite Inclusive Policies, Refugee Children Face Major Obstacles to Education"
1052:
wide range of skills in order to give refugee children strong academic support.
39:
19:
4247:
3716:"Supporting refugee students in schools: what constitutes inclusive education?"
3715:
3339:
2264:
1320:
1069:
848:
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months), while other such as Medicaid and CHIP are available for several years.
704:
533:
509:
496:
66:
6042:
5851:
5169:
5152:
4788:
4772:"The Right to Quality Education for Refugee Children Through Social Inclusion"
4771:
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4346:
4263:
4182:
3874:
3731:
3420:
3151:
2631:
1615:
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A lack of documented medical history, which makes comprehensive care difficult
760:
A lack of public awareness and access to information about available resources
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5221:
5213:
5178:
5121:
5078:
4900:
4891:
4875:"Schools as Refuge? The Politics and Policy of Educating Refugees in Arizona"
4874:
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1972:
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to be a part of their child's education due to pre-existing cultural beliefs.
937:
435:
169:
42:
has been formally confirmed, as well as children in refugee-like situations.
5358:
Supporting Refugee Students in Schools: What Constitutes Inclusive Education
4444:
6112:"Hidden victims of the Syrian crisis: disabled, injured and older refugees"
4957:
4859:
4714:
4679:
4496:"Far from the Battle but Still at War: Troubled Refugee Children in School"
4471:
4155:
3794:
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3488:
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3385:
3347:
3304:
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3020:
2890:
2729:
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1330:
816:
616:
541:
400:
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322:
201:
23:
5384:
3261:
3112:
1940:
Not for Sale: The Return of the Global Slave Trade—and How We Can Fight It
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Heightened instances of mental health complications in refugee populations
439:
to education, health, and social services, whereas asylum seekers do not.
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4246:
Mendenhall, Mary; Bartlett, Lesley; Ghaffar-Kucher, Ameena (2016-12-12).
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Refugee Rights and Realities: Evolving International Concepts and Regimes
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679:
330:
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62:
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3470:
3269:
3130:
2183:
Child Soldiers Initiative Working Group Session Pittsburgh, Pennsylvania
5787:
5129:
5069:
3633:
925:
911:
Refugee children in Rhino camp refugee settlement studying under a tree
653:
4651:
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language and undermines their confidence in their academic abilities.
184:
3900:
3760:
3534:
3222:
2003:
An introduction to data construction on immigration-related detention
1253:
860:
policies promoting age-caps can also be harmful to refugee children.
464:
342:
334:
151:
the Protocol against the Smuggling of Migrants by Land, Sea, and Air.
5826:"Enforcing the right to education of refugees: a policy perspective"
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McIntyre, Joanna; Neuhaus, Sinikka; Blennow, Katarina (2018-09-26).
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difficult once he or she is removed from the unstable environment.
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Ozer, Y. Yesim; Komsuoglu, Aysegul; Atesok, Z. Ozde (2017-07-03).
4208:
3516:
2246:
Hossain, Mazeda, Cathy Zimmerman, Melanie Abas, Miriam Light, and
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Other factors that delay refugees from seeking medical help are:
571:
has been a major cause of child deaths in refugee camps and among
4432:
International Journal of Environmental Research and Public Health
1325:
1301:
Education for refugees, migrants and internally displaced persons
1279:
1044:
941:
608:
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568:
444:
318:
314:
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306:
259:
70:
35:
31:
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1786:
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nearly 100,000 unaccompanied children in 2015 filing claims for
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Ali, Mehrunnisa; Gill, Jagjeet Kaur; Taraban, Svitlana (2003).
1340:
1203:
Haitian refugee children playing in the playground after school
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809:
640:
448:
407:
383:
379:
226:
142:
United Nations Convention against Transnational Organized Crime
3406:
2914:"Why It's Important for Children to Have Access to Healthcare"
2867:
2349:. National Child Traumatic Stress Network: USA. Archived from
855:
The ability to enroll in school and continue one's studies in
49:
A South Sudanese refugee girl in Rhino camp refugee settlement
5850:
Spieß, C. Katharina; Westermaier, Franz; Marcus, Jan (2016).
4197:
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Compare: A Journal of Comparative and International Education
2960:
Compare: A Journal of Comparative and International Education
2683:
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Routledge international handbook of children’s rights studies
1350:
1225:
Wellman's and Dr. Bey's research in art education found that
990:
954:
678:
Fear of the unknown consequences following diagnosis such as
387:
346:
326:
233:
205:
4425:
417:
2616:
305:
Many unaccompanied children fleeing from conflict zones in
258:
migrant groups who have not undergone forced displacement.
179:
4558:"What Is Special about Special Needs of Refugee Children?"
4529:"What Is Special about Special Needs of Refugee Children?"
4126:
1856:
Bemak, Fred, Rita Chi-Ying Chung, and Paul Pedersen.
1662:
I am an African: stories of young refugees in South Africa
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Denial of mental illness as defined in the Western context
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2060:. No. 19208. University Library of Munich, Germany, 2009.
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2997:
130:
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4127:
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1122:
concerns that emerge during the post-migration period.
989:
refugee mother and children at a kindergarten in upper
265:
6028:
5849:
5691:
4213:
Education Resources Information Center, 111, pp. 1-84.
4206:
3993:
2372:
2370:
1898:
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1590:
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117:
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4311:
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3247:
2505:"Racing to prevent cholera in Rohingya refugee camps"
3686:, University of California Press, pp. 218–231,
2765:
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2142:
Bhugra, Dinesh. "Migration and mental health."
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Assimilation – a refugee child's attempt to quickly
835:
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Structural deterrents for healthcare professionals:
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4378:
3894:
3892:
2367:
2303:
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1409:
https://www.unicef.org/videoaudio/PDFs/Uprooted.pdf
882:
Syrian refugee students attend a school in Lebanon.
659:
220:Examples of children's pre-migration experiences:
162:
5355:
5340:
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1700:http://researchspace.ukzn.ac.za/handle/10413/12135
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2290:Child and adolescent psychiatry and mental health
2227:
2196:The Journal of the History of Childhood and Youth
1912:"Refugee Children can Feel Abandoned in New Land"
1114:with other students help refugee children combat
168:transmigration stage, living in refugee camps or
6142:
4692:
4332:
4225:International Journal of Educational Development
4122:
4120:
3889:
2058:The Living Conditions and Well-being of Refugees
386:, prohibit the detention of child migrants. And
5951:Ferfolja, Tania; Naidoo, Loshini (2010-01-01).
5448:
5429:"Supporting asylum seeker and refugee children"
5360:. International Journal of Inclusive Education.
4294:The hidden crisis: Armed conflict and education
3978:10.2458/azu_acku_pamphlet_hv640_4_a28_u643_2001
3898:
3681:
749:Additional structural deterrents for refugees:
111:the principle of non-discrimination (Article 2)
5950:
5919:Grace, Onchwari; Jared, Keengwe (2017-10-31).
4657:
3820:
3818:
3816:
3814:
3812:
3607:
3605:
3229:. U.S. Department of Health and Human Services
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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:
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4322:
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3845:
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3611:
3517:"Missing Out: Refugee Education in Crisis"
3319:
3050:
3048:
3046:
3044:
3042:
3040:
3038:
2993:
2991:
2989:
2674:
1956:
1909:
1903:
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602:Centers for Disease Control and Prevention
5867:
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5068:
4947:
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4849:
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3860:
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3443:
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3282:
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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:
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3547:
3545:
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3124:
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3035:
2986:
2957:
2911:
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646:
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5890:
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3553:
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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:
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1428:
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2235:Journal of Comparative Family Studies
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1484:
1482:
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1478:
1476:
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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:
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5993:Zhou, Min; Iii, Carl (2000-01-02).
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6078:
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1568:National Education Association
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1608:"Frequently asked questions"
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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:
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6031:Social Policy and Society
5495:Democracy & Education
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2607:, 1999. 40(3): p. 385-91.
2434:MMWR Morb Mortal Wkly Rep
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627:Mental health and illness
503:
240:In 2014 the President of
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5300:10.1080/0142569920130402
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1824:Transcultural Psychiatry
1118:and/or other underlying
619:following resettlement.
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5561:Intercultural Education
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865:1951 Refugee Convention
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2237: (2000): 281-293.
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1768:International Security
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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
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27:
5977:Clark Digital Commons
5856:DIW Economic Bulletin
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556:Communicable diseases
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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
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2771:migrationpolicy.org
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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.
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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:
1344:
1342:
1339:
1337:
1334:
1332:
1329:
1327:
1324:
1322:
1319:
1317:
1316:Refugee women
1314:
1312:
1309:
1307:
1304:
1302:
1299:
1298:
1292:
1288:
1284:
1281:
1276:
1270:
1261:
1257:
1255:
1249:
1240:
1236:
1233:
1228:
1222:
1218:
1214:
1211:
1201:
1192:
1183:
1180:
1176:
1171:
1166:
1163:
1152:
1148:
1144:
1140:
1131:
1127:
1123:
1121:
1120:mental health
1117:
1111:
1108:
1104:
1102:
1093:
1084:
1082:
1078:
1073:
1071:
1065:
1061:
1057:
1053:
1050:
1046:
1033:
1030:
1027:
1024:
1020:
1016:
1012:
1009:
1005:
1004:
1003:
992:
988:
984:
980:
976:
972:
968:
965:
960:
956:
951:
948:
943:
939:
938:Acculturation
930:
927:
922:
909:
905:
901:
898:
888:
880:
876:
874:
870:
869:1967 Protocol
866:
861:
858:
850:
846:
842:
828:
824:
820:
818:
813:
811:
807:
801:
791:
779:
776:
773:
770:
769:
768:
762:
759:
756:
752:
751:
750:
742:
738:
734:
730:
727:
722:
712:
708:
706:
702:
698:
684:
681:
677:
674:
671:
670:
669:
666:
657:
655:
644:
642:
637:
633:
624:
620:
618:
614:
610:
605:
603:
597:
588:
585:
580:
578:
574:
570:
566:
564:
553:
549:
545:
543:
537:
535:
531:
518:Health status
515:
511:
501:
498:
492:
489:
486:(ORR) by the
485:
480:
477:
468:
466:
461:
456:
452:
450:
446:
440:
437:
428:
424:
415:
413:
409:
404:
402:
401:refugee camps
395:Refugee camps
392:
389:
385:
381:
376:
373:
369:
364:
361:
351:
348:
344:
340:
336:
332:
328:
324:
320:
316:
312:
308:
303:
300:
296:
287:
280:
276:
272:
263:
261:
252:
247:
243:
239:
235:
231:
228:
223:
222:
221:
218:
216:
215:reintegration
212:
207:
203:
199:
191:
186:
177:
175:
171:
170:urban centres
160:
158:
150:
147:
146:
145:
143:
138:
136:
131:
126:
119:
116:
113:
110:
109:
108:
106:
100:
87:
83:
78:
74:
72:
68:
64:
60:
56:
47:
43:
41:
37:
33:
25:
21:
6118:
6106:
6098:
6093:
6085:
6080:
6067:
6034:
6030:
6024:
6003:cite journal
5976:
5953:
5921:
5900:
5896:
5886:
5869:10419/146521
5859:
5855:
5845:
5834:. Retrieved
5829:
5796:cite journal
5773:
5740:
5736:
5730:
5697:
5693:
5687:
5657:(4): 12–17.
5654:
5650:
5640:
5610:(6): 36–44.
5607:
5603:
5597:
5564:
5560:
5534:
5530:
5498:
5494:
5457:(1): 55–74.
5454:
5450:
5444:
5435:
5376:
5372:
5366:
5357:
5351:
5342:
5336:
5327:
5291:
5287:
5281:
5248:
5244:
5238:
5205:
5201:
5195:
5163:(1): 23–35.
5160:
5156:
5146:
5105:
5101:
5095:
5052:
5048:
5042:
5034:
5028:
5020:
5014:
5006:
5001:
4993:
4988:
4980:
4975:
4966:
4931:
4927:
4917:
4882:
4878:
4868:
4833:
4829:
4779:
4775:
4750:December 10,
4748:. Retrieved
4745:Stanford.edu
4744:
4731:
4701:(1): 29–43.
4698:
4694:
4688:
4663:
4659:
4653:
4642:. Retrieved
4638:
4629:
4598:. Retrieved
4583:
4577:
4568:
4564:
4539:
4535:
4506:
4502:
4435:
4431:
4421:
4388:
4384:
4338:
4334:
4310:
4293:
4288:
4255:
4251:
4224:
4219:
4209:
4174:
4170:
4164:
4139:
4135:
4086:
4082:
4055:
4049:
4041:
4036:
4003:
3999:
3968:
3962:
3954:
3930:
3901:
3866:
3862:
3835:. Retrieved
3830:
3770:
3766:
3756:
3726:(1): 39–56.
3723:
3719:
3709:
3683:
3662:
3657:
3648:
3642:
3617:
3613:
3585:
3581:
3555:
3529:
3520:
3510:
3502:
3497:
3462:
3458:
3445:
3412:
3408:
3402:
3369:
3365:
3331:
3327:
3321:
3291:(2): 77–83.
3288:
3284:
3278:
3253:
3249:
3243:
3233:24 September
3231:. Retrieved
3226:
3217:
3201:(2): 47–54.
3198:
3194:
3184:
3143:
3139:
3094:
3090:
3060:
3056:
3004:
3000:
2966:(1): 75–90.
2963:
2959:
2921:. Retrieved
2917:
2907:
2874:
2870:
2863:
2844:
2840:
2817:
2812:
2804:
2799:
2774:. Retrieved
2770:
2760:
2752:
2748:
2693:
2689:
2623:
2619:
2612:
2604:
2599:
2591:
2586:
2578:
2573:
2564:
2556:
2555:2007."
2550:
2542:
2537:
2529:
2524:
2514:November 26,
2512:. Retrieved
2508:
2498:
2488:November 26,
2486:. Retrieved
2482:the original
2478:UNICEF Kenya
2477:
2468:
2460:
2455:
2447:
2441:
2433:
2427:
2419:
2414:
2404:
2396:
2377:
2358:. Retrieved
2351:the original
2342:
2297:
2289:
2284:
2274:November 26,
2272:. Retrieved
2268:
2259:
2251:
2242:
2234:
2229:
2221:
2216:
2208:
2203:
2195:
2190:
2182:
2177:
2169:
2164:
2156:
2151:
2143:
2138:
2130:
2125:
2117:
2112:
2104:
2088:
2087:camp."
2082:
2074:
2057:
2052:
2044:
2039:
2031:
2026:
2018:
2002:
1981:
1964:
1958:
1939:
1933:
1924:
1915:
1905:
1897:
1892:
1884:
1879:
1871:
1865:
1857:
1840:
1831:
1823:
1818:
1810:
1785:
1767:
1762:
1754:
1749:
1741:
1725:
1720:
1712:
1707:
1682:
1674:
1669:
1661:
1656:
1647:
1639:
1620:. Retrieved
1616:the original
1611:
1591:
1571:. Retrieved
1567:
1557:
1549:
1533:
1505:
1489:
1465:
1449:
1433:
1331:Refugee camp
1289:
1285:
1271:
1267:
1264:Disabilities
1258:
1250:
1246:
1237:
1223:
1219:
1215:
1206:
1189:
1167:
1158:
1149:
1145:
1141:
1137:
1128:
1124:
1112:
1105:
1101:interpreters
1098:
1080:
1074:
1066:
1062:
1058:
1054:
1042:
1001:
977:
973:
969:
952:
936:
923:
919:
902:
894:
885:
862:
854:
839:
825:
821:
817:refugee camp
814:
803:
788:
766:
748:
739:
735:
731:
724:
709:
693:
667:
663:
650:
638:
634:
630:
621:
617:hypertension
606:
598:
594:
581:
567:
559:
550:
546:
542:Rhode Island
538:
526:
513:
493:
481:
474:
453:
441:
434:
425:
421:
405:
398:
377:
368:North Africa
365:
357:
323:Sierra Leone
304:
293:
284:
277:fleeing the
256:
219:
202:forced labor
194:
166:
154:
139:
127:
123:
102:
58:
52:
29:
5788:10919/78229
5070:11336/33475
4258:(1): 1–25.
4136:Soc Sci Med
2626:(1): 4–19.
1592:Child Labor
1573:December 2,
1210:Los Angeles
680:deportation
331:Afghanistan
299:traffickers
290:Trafficking
99:Refugee law
6145:Categories
5836:2020-04-20
5108:(2): 129.
4644:2022-10-08
4600:2022-10-08
3663:Pediatrics
3588:: 1751–5.
3160:1887/13183
2923:2023-11-25
2847:(5): 4–8.
2776:2020-05-03
2360:2012-04-05
1622:2017-10-12
1594:(1989): 8.
1377:References
1116:depression
1107:Bicultural
1023:assimilate
987:Vietnamese
967:accepted.
798:See also:
697:linguistic
654:healthcare
508:See also:
6059:154509019
6051:1475-3073
5878:2192-7219
5765:149670521
5757:1074-9039
5722:143688498
5714:1359-1045
5671:0004-3125
5624:0004-3125
5589:151377569
5581:1467-5986
5543:0380-2361
5507:1085-3545
5471:1548-1492
5401:258964799
5308:0142-5692
5273:149136084
5265:1066-5684
5230:145759227
5222:0002-8312
5187:143659667
5179:1750-8487
5138:145511199
5122:0010-4086
5079:0010-4086
4909:149480878
4901:0895-9048
4806:125480066
4798:2365-1792
4619:ignored (
4609:cite book
4454:1660-4601
4413:148606503
4405:1056-4934
4355:144260215
4341:: 15–20.
4280:151360887
4272:0042-0972
4191:151360887
4111:149844160
4103:0040-5841
4028:149876945
4020:0305-7925
3883:145667964
3803:235393672
3787:1085-2352
3748:144125605
3740:1360-3116
2980:145110440
2712:0163-7525
2640:1362-3699
1973:246931353
1254:Australia
1079:, titled
1007:children.
916:Residence
794:Education
523:Nutrition
465:Australia
372:Palestine
354:Detention
335:Sri Lanka
295:Smuggling
213:, making
6156:Refugees
5903:(1): 29.
5679:53933899
5632:74054009
5438:: 1–172.
5087:27202776
4958:21572546
4860:21572546
4723:41513458
4715:17375808
4680:18558311
4571:: 21–24.
4542:: 21–24.
4472:34831802
4177:: 1–25.
4156:20822841
3795:34107239
3489:16636321
3437:30536416
3429:17497307
3386:16682882
3348:15236699
3313:21935600
3305:15831190
3270:41604470
3176:26440126
3168:16755395
3029:39746140
3021:21574842
2899:23538996
2891:20028678
2785:cite web
2730:31910713
2656:36293042
2648:19413154
2420:RI Med J
2397:PLOS One
1412:Archived
1295:See also
1243:Programs
947:language
360:detained
343:Nigerian
260:Refugees
242:Honduras
237:torture.
211:identity
32:refugees
6121:. 2014.
6088:(2015).
5130:3542160
4949:3093090
4851:3093090
4509:: 1–26.
4463:8625724
3634:2546651
3480:1435973
3394:9981354
3113:9732723
3104:1229607
2721:9307067
2047:(2000).
1326:Refugee
1280:Lebanon
1045:society
942:culture
867:or its
849:Sahrawi
609:obesity
584:cholera
569:Measles
445:Germany
319:Nigeria
315:Ukraine
311:Romania
307:Moldova
234:Burmese
71:poverty
36:refugee
6057:
6049:
5929:
5876:
5832:. 2019
5763:
5755:
5720:
5712:
5677:
5669:
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5587:
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5505:
5469:
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4403:
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4270:
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4109:
4101:
4026:
4018:
3881:
3837:15 May
3801:
3793:
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3698:
3632:
3487:
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3392:
3384:
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3311:
3303:
3268:
3195:Refuge
3174:
3166:
3111:
3101:
3027:
3019:
2978:
2897:
2889:
2841:Refuge
2728:
2718:
2710:
2654:
2646:
2638:
2509:UNICEF
1971:
1946:
1675:GA res
1612:UNICEF
1341:UNICEF
1227:visual
1175:Cyprus
993:, 1979
810:UNESCO
641:values
615:, and
504:Health
460:asylum
449:Sweden
384:Mexico
380:Panama
227:Darfur
176:home.
174:return
6115:(PDF)
6055:S2CID
5761:S2CID
5718:S2CID
5675:S2CID
5628:S2CID
5585:S2CID
5501:(2).
5432:(PDF)
5397:S2CID
5389:JSTOR
5269:S2CID
5226:S2CID
5183:S2CID
5134:S2CID
5126:JSTOR
5083:S2CID
4905:S2CID
4802:S2CID
4741:(PDF)
4719:S2CID
4561:(PDF)
4532:(PDF)
4499:(PDF)
4409:S2CID
4351:S2CID
4276:S2CID
4187:S2CID
4132:(PDF)
4107:S2CID
4024:S2CID
3906:(PDF)
3879:S2CID
3799:S2CID
3744:S2CID
3630:JSTOR
3523:: 46.
3433:S2CID
3390:S2CID
3309:S2CID
3266:JSTOR
3172:S2CID
3136:(PDF)
3025:S2CID
2976:S2CID
2895:S2CID
2753:JSTOR
2652:S2CID
2409:2006.
2354:(PDF)
2347:(PDF)
2269:UNHCR
1790:(PDF)
1351:UNRWA
1346:UNHCR
991:Afula
955:halal
926:urban
897:UNCHR
806:UNHCR
408:Cuban
399:Some
388:Yemen
347:Italy
327:China
251:UNHCR
232:Some
63:abuse
24:Bantu
6047:ISSN
6016:help
5927:ISBN
5874:ISSN
5809:help
5753:ISSN
5710:ISSN
5667:ISSN
5620:ISSN
5577:ISSN
5539:ISSN
5503:ISSN
5467:ISSN
5304:ISSN
5261:ISSN
5218:ISSN
5175:ISSN
5118:ISSN
5075:ISSN
4954:PMID
4897:ISSN
4856:PMID
4794:ISSN
4752:2021
4711:PMID
4676:PMID
4621:help
4589:ISBN
4468:PMID
4450:ISSN
4401:ISSN
4268:ISSN
4152:PMID
4099:ISSN
4016:ISSN
3839:2013
3791:PMID
3783:ISSN
3736:ISSN
3696:ISBN
3485:PMID
3459:CMAJ
3425:PMID
3382:PMID
3344:PMID
3301:PMID
3235:2017
3164:PMID
3109:PMID
3091:CMAJ
3017:PMID
2887:PMID
2791:link
2726:PMID
2708:ISSN
2644:PMID
2636:ISSN
2516:2017
2490:2017
2276:2017
1969:OCLC
1944:ISBN
1575:2021
1014:etc.
532:and
447:and
382:and
128:The
103:The
6039:doi
5864:hdl
5784:hdl
5745:doi
5702:doi
5659:doi
5612:doi
5569:doi
5459:doi
5381:doi
5296:doi
5253:doi
5210:doi
5165:doi
5110:doi
5065:hdl
5057:doi
4944:PMC
4936:doi
4887:doi
4846:PMC
4838:doi
4784:doi
4703:doi
4668:doi
4507:120
4458:PMC
4440:doi
4393:doi
4343:doi
4260:doi
4179:doi
4144:doi
4091:doi
4008:doi
3974:doi
3871:doi
3775:doi
3728:doi
3688:doi
3622:doi
3590:doi
3475:PMC
3467:doi
3463:174
3417:doi
3374:doi
3336:doi
3293:doi
3258:doi
3203:doi
3156:hdl
3148:doi
3099:PMC
3095:159
3065:doi
3009:doi
2968:doi
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