This is how we act.
These are our Interventions.

One of the most important areas where young migrants and refugees can experience strengthened or hampered social support is the school.

Social support has a strong protective

impact on the well-being of young people.

We want to strengthen the knowledge on what works.

  • In-service teacher training

    The aim of the INSETT intervention is to enhance teachers’ insight into how refugee /migration experiences may impact young people’s psychosocial well-being and school functioning upon resettlement in a new country (Brenner & Kia-Keating, 2016; Pastoor, 2015, 2017).

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    In-service teacher training
  • Welcome To School

    This intervention builds on the Welcome to School initiative developed by the Pharos Refugees and Health Knowledge Centre (the Netherlands), with support from the European Refugee Fund. Rooted in the theoretical principles of social capital, the Welcome to School Initiative seeks to strengthen the competencies of refugee and migrant youth with regards to self-esteem, coping, social skills and behavioral adjustment.

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    Welcome To School
  • Classroom Drama intervention

    In a nine-week drama workshop intervention program, refugee and migrant adolescents in multi-ethnic schools work around the construction of group stories that support the construction of identity and meaning, aiming to establish bridges between past and present and to engage with themes of migration, exclusion, pluriform identities and cultural adaptation in host societies.

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    Classroom Drama intervention
  • Teaching Recovery Techniques + In-service Teacher Training

    Teaching Recovery Techniques is a manualized intervention developed by the Children and War foundation (Yule, Dyregrov, Raundalen, & Smith, 2013). TRT is based on trauma focused cognitive behavioral therapy (TF-CBT) and includes seven sessions for young people and two for the caregivers. For children, session one is about getting to know each other and session seven a follow-up.

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    Teaching Recovery Techniques + In-service Teacher Training
  • PIER intervention

    The intervention ‘Enhancing Peer Interactions and Social Capital’ (EPISC) develops a participatory approach to supporting safe, positive peer interactions and social relationships in multi-ethnic schools. Through clustering pupils with migrant and non-migrant background in small collaborative groups working together on establishing social connection and participatory activities in the school context, the intervention aims at strengthening school belonging and promoting dialogue between minority and majority groups.

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    PIER intervention