Post-migration risks, developmental processes, and learning among Syrian refugee children in Lebanon

Ha Yeon Kim, Lindsay Brown, Carly Tubbs Dolan, Margaret Sheridan, John Lawrence Aber

Research output: Contribution to journalArticlepeer-review


Refugee children face significant adversities that can threaten critical developmental processes and hamper learning outcomes. This study examines how post-migration risk factors at the community, household, and individual level experienced by primary school-aged Syrian refugee children in Lebanon (N = 448, Age M = 9.08, SD = 1.90) are associated with cognitive, emotional, and behavioral developmental processes as well as literacy and numeracy performance. We identified several risk factors, including attending a lower grade than their age-expected grade level, that uniquely predict Syrian refugee children's developmental processes and academic outcomes. Children's executive function and behavioral regulation, but not internalizing symptoms, partially mediated the relations between risk factors and academic outcomes.

Original languageEnglish (US)
Article number101142
JournalJournal of Applied Developmental Psychology
StatePublished - Jul 1 2020


  • Academic performance
  • Behavioral regulation
  • Executive function
  • Internalizing symptoms
  • Risk factors
  • Syrian refugee children

ASJC Scopus subject areas

  • Developmental and Educational Psychology


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