TY - JOUR
T1 - Post-migration risks, developmental processes, and learning among Syrian refugee children in Lebanon
AU - Kim, Ha Yeon
AU - Brown, Lindsay
AU - Tubbs Dolan, Carly
AU - Sheridan, Margaret
AU - Aber, John Lawrence
N1 - Funding Information:
The research reported here would not be possible without the dedication, commitment, and good will of key collaborating organizations and individuals. We wish to thank the International Rescue Committee, especially its Education Unit and Research, Evaluation and Learning Unit in New York City, and education, research, and monitoring-and-evaluation staff in Lebanon. We also wish to thank colleagues at New York University's research center, Global TIES for Children, especially our dedicated data analyst Mayari Montes de Oca for data support; and Dubai Cares, the Spencer Foundation, and an anonymous donor who provided direct financial support to conduct the larger study of which this paper is a part. Most importantly, we wish to thank the Syrian children residing in Lebanon, their parents, teachers and communities, for allowing us to engage them in this work. Finally, we also thank the NYU Abu Dhabi Research Institute and the Inter-agency Network for Education in Emergencies (INEE)?s E-Cubed Research Envelope that supported the time of Dr. Kim and Dr. Aber to work on this paper.
Publisher Copyright:
© 2020 The Authors
PY - 2020/7/1
Y1 - 2020/7/1
N2 - 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.
AB - 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.
KW - Academic performance
KW - Behavioral regulation
KW - Executive function
KW - Internalizing symptoms
KW - Risk factors
KW - Syrian refugee children
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U2 - 10.1016/j.appdev.2020.101142
DO - 10.1016/j.appdev.2020.101142
M3 - Article
AN - SCOPUS:85085286176
SN - 0193-3973
VL - 69
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
M1 - 101142
ER -