Building on the social impact of previous EU research in the field of education and mental health and psychosocial support (MHPSS), REFUGE-ED identified, implemented and evaluated evidence-based practices in education and MHPSS that have been shown to promote...
This document explains in brief the main sections of the project's website: www.refuge-ed.eu
The REFUGE-ED Dissemination package is an important tool for effectively fulfilling the objective of "increasing EU citizenship benefits" derived from the project, supporting members of the consortium in communicating with stakeholders, making information about the...
The primary objective of this report is the mapping and review of existing tools for training, social exchange and co-creation in Mental Health and Psychosocial Support (MHPSS) and across Successful Educational Actions (SEAs), with emphasis given to tools that address...
The aims and objectives of the Brokering Knowledge Platform (BKP) The BKP (D5.2) is the main output of the REFUGE-ED project. The BKP intended to make scientific knowledge accessible to everyone; this provision of relevant, practical, and accessible information,...
The REFUGE-ED project identifies, implements and tests effective practices in education and mental health and psychosocial support (MHPSS) that promote the educational success, wellbeing, and sense of belonging of children from recent migration cohorts, refugees and...
This document was prepared at the time as a brief guide to collect and store the data collected in the fieldwork. This document was later updated as a result of the implementation of the practices.
Consistent with the principles of the REFUGE-ED dialogic co-creation process (RDCP), as outlined in D2.2 Guidelines for Pilot Actions’ Implementation, the Supportive Process for the Inclusion of Children’s Experience (SPICE) approach is also based on the premise that...
The goal of this compendium is to present a menu of potential outcomes that the pilot sites may want to measure, and recommendations for assessment tools to measure each of these outcomes.
The present report (subdivided into three ones) is framed under Work Package 3, ‘Implementing pilot actions in three distinctive settings’, and comprehensively presents implementing partners’ trainings, implementation and evaluation results. It follows up on the...
During Work Package 3 ‘Implementing pilot actions in three distinctive settings’, partners implemented the trainings and piloting of the co-created practices in schools, Hotspots/Reception and Identification Centres and institution care facilities. The trainings...
During the initial phase of the REFUGE-ED project [Effective Practices in Education, Mental Health and Psychosocial Support for the integration of Refugee Children], the project partners identified good practices and approaches in Mental Health and Psychosocial...
The REFUGE-ED dialogic co-creation process (hereinafter, RDCP) is the methodological framework that will guide the implementation of the pilot actions during the project. This document introduces the theoretical premises on which the RCDP is based and sketches the...
This document provides an individualized overview of each of the 46 pilots that are being implemented as part of the REFUGE-ED project in six different countries: Bulgaria, Ireland, Greece, Italy, Spain and Sweden. 3 of the pilots are being implemented in...
This report outlines key issues for the effective integration of the MHPSS approach into education. It draws from the results of the WP1 literature and policy review and mapping of different best-practice, tools and solutions in the fields of MHPSS and education (in...
The main objective of this report is to present the effective practices and approaches from the fields of education (including formal, non-formal and informal education), and mental health and psychosocial support (MHPSS) that are efficiently contributing to the...
Through this 2 day forum, we exchanged insights and shared resources, to address the challenges and celebrated the achievements of implementing Successful Educational Actions (SEAs) and Mental Health and Psychosocial Support (MHPSS) for migrant children and their...
Promoting educational success, promote wellbeing and a sense of belonging for children with a refugee or migrant background has been the ultimate goal of the REFUGE-ED project. To this end, the project has identified, implemented, and evaluated evidence-based...
Building on the social impact of previous EU research in the field of education and mental health and psychosocial support (MHPSS), REFUGE-ED identified, implemented and evaluated evidence-based practices in education and MHPSS that have been shown to promote...
Through this forum, we exchanged insights and shared resources, to address the challenges and celebrate the achievements of implementing Successful Educational Actions (SEAs) and Mental Health and Psychosocial Support (MHPSS) for migrant children and their...
Comissió Europea, Representació a Barcelona Passeig de Gràcia, 90 4 de Desembre 2023
Children and youth with refugee or asylum seeker background, face many hazards and complex situations. Data from UNHCR indicates that globally 77% of refugee children attend primary school, only 31% of refugee youth access secondary education, and a mere 3% access...
We are excited to announce that we have a new journal published. The journal discussed and present an innovative co-creation approach to enhances education and mental health support for migrant and refugee communities. Cutting-edge collaboration between researchers...
Welcome to this episode of our podcast, where we delve into the compelling topic of "Women and Girls' Refugee Experiences: Overcoming Challenges and Navigating Settlement in European Host Societies." Throughout this engaging discussion, we had the privilege of hearing...
In this episode we examine co-creative research and implementation which is the common denominator in the three projects in focus during the episode: REFUGE-ED, KIDS4ALL and NEW ABC Project. Participants: Angel Fuentes, Horizon 2020 Project Officer for REFUGE-ED...
What is the role of cultural heritage, education, and psychosocial well-being in dynamic integration? Dr. Ainhoa Flecha and migration expert Adnan Abdul Ghani discuss different aspects of dynamic integration and how research and science can contribute to better...
How gardens make children feel empowered in togetherness Intercultural gardens as green bridges: Transferability of good practices from Horizon 2020’s MATILDE to REFUGE-ED. By Vanina Ninova with contribution of the REFUGE-ED Bulgarian team. The 74th "Gotse Delchev"...
Unaccompanied minors visiting the Autonomous University of BarcelonaNormally, the REFUGE-ED research teams leave their normal place of work to go to the pilot sites. But on the 22nd June, the roles were reversed in Barcelona as a group of ten unaccompanied minors aged...
Reading ancient Greek myths in GreeceThe children in second grade of the 2nd Elementary School in Renti, Greece are reading about the hero Odysseus from the ancient Greek myth. They are not reading about him in a children’s story book about Greek mythology. They are...
Co-creating academic success, wellbeing and a sense of belongingCo-creation is a central concept in the REFUGE-ED project. It is a methodological framework that ensures engagement of all actors in implementation and fosters reflection and learning across interventions...
Finally togetherCOVID-19 has done its best to make collaboration in the REFUGE-ED consortium difficult. In late March we finally managed come together physically for the first time since the project began. The Autonomous University of Barcelona hosted the meeting, and...
Explaining the research process and consent is important. In REFUGE-ED we supplement the official requirements with easily understood methods.
REFUGE-ED will improve academic performance, emotional wellbeing and social integration for refugee children and unaccompanied minors.
Education, mental wellbeing and belonging are essential for children’s development. Refugees and asylum seekers are no exception. For them, even more is at stake: their chance to become integrated into their new country and community. REFUGE-ED Flyer
“It’s a jungle out there” is a phrase familiar to many educators – sometimes thinking of the situation in the playground, but often of the massive amount of teaching materials, approaches, systems, and traditions suggesting different ways to increase the academic success, well-being, and social belonging of their students. Identifying the most effective of these practices can be a challenge.
Busting myths in education leads to better results In education, practice is too often based on myths and assumptions – “edumyths rather than scientific evidence leading to low quality teaching. But when edumyths are replaced by scientific evidence of social impact,...
The REFUGE-ED project collects knowledge on innovative solutions in education and MHPSS. But what does a successful educational action look like?
Learning from what works There are already many tools for education and mental health and psychosocial well-being available. In fact, a major challenge in education is choosing the right ones – because how do you know if a tool works for your purpose or not? And how...
Education, well-being and a sense of belonging At the REFUGE-ED project kick off meeting Dr Teresa Sorde Marti of the UAB reminded the consortium of why we are embarking on three years of hard work in the project: “We are brought together by our shared commitment to...