Throughout the project, RWS researchers have published their scientific work in international peer-reviewed scientific journals and books. The publications address the topics of migrant and refugee adolescents’ mental health, the role of teachers and schools in supporting wellbeing, the impact of COVID-19, and research methodological questions of the RWS study.
See the full list of publications here and click to read further!
Borsch, A. S., Vitus, K., & Skovdal, M. (2021). School caringscapes: Understanding how time and space shape refugee and immigrant adolescents’ caring practices and wellbeing in Danish schools. Wellbeing, Space and Society, 2, 100001.
Durbeej, N., McDiarmid, S., Sarkadi, A., Feldman, I., Punamäki, R. L., Kankaanpää, R., Andersen, A., Hilden, P. K., Verelst, A., Derluyn, I., & Osman, F. (2021). Evaluation of a school-based intervention to promote mental health of refugee youth in Sweden (The RefugeesWellSchool Trial): study protocol for a cluster randomized controlled trial. Trials, 22(1), 1-13.
Häggström, F., Borsch, A. S., & Skovdal, M. (2020). Caring alone: The boundaries of teachers’ ethics of care for newly arrived immigrant and refugee learners in Denmark. Children and Youth Services Review, 117, 105248, 1-8.
Kankaanpää, R., Aalto, S., Vänskä, M., Lepistö, R., Punamäki, R-L., Soye, E., Watters, C., Andersen, A., Hilden, P. K., Derluyn, I., Verelst, A., & Peltonen, K. (2022). Effectiveness of psychosocial school interventions in Finnish schools for refugee and immigrant children, “Refugees Well School” in Finland (RWS-FI): a protocol for a cluster randomized controlled trial. Trials, 23(79), 1-14.
McDiarmid, S., Durbeej, N., Sarkadi, A., & Osman, F. (2021). Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers. International Journal of Qualitative Studies on Health and Well-being, 17(1), 1-15, 2007568, DOI: 10.1080/17482631.2021.2007568.
Peltonen K, Aalto S, Vänskä M, Lepistö R, Punamäki R-L, Soye E, Watters C, de Wal Pastoor L, Derluyn I, Kankaanpää R. (2022) Effectiveness of Promotive and Preventive Psychosocial Interventions on Improving the Mental Health of Finnish-Born and Immigrant Adolescents. International Journal of Environmental Research and Public Health, 19(6), 3686. https://doi.org/10.3390/ijerph19063686
Primdahl, N. L., Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2021). ‘It’s difficult to help when I am not sitting next to them’: How COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark. Vulnerable Children and Youth Studies, 16(1), 75-85.
Primdahl, N. L., Jervelund, S. S., Skovdal, M., Borsch, A. S. (2021, December). Hvordan forbedrer vitrivslen blandt nyankomne unge i folkeskolen?” FOKUS, 77, 23- 26.
Primdahl, N. L., Nached, A., & Skovdal, M. (2021). Socio-ethical considerations in peer research with newly arrived migrant and refugee young people in Denmark. In S. Bell, P. Aggleton, A. Gibson (Eds.), Peer research in health and social development. Routledge.
Soye, E. (2022). Difference and encounter: Psychosocial support and secondary education for young migrants and refugees in the UK. University of Sussex.
Spaas, C., Verelst, A., Devlieger, I., Aalto, S., Andersen, A. J., Durbeej, N., Hilden, P. K., Kankaanpää, R., Primdahl, N. L., Opaas, M., Osman, F., Peltonen, K., Sarkadi, A., Skovdal, M., Jervelund, S. S., Soye, E., Watters, C., Derluyn, I., Colpin, H., & De Haene, L. (2021). Mental Health of Refugee and Non-refugee Migrant Young People in European Secondary Education: The Role of Family Separation, Daily Material Stress and Perceived Discrimination in Resettlement. Journal of Youth and Adolescence, 1-23, https://doi.org/10.1007/s10964-021-01515-y
Spaas, C., de Smet, S., Derluyn, I., Colpin, H. & De Haene, L. (2022). Zorg op school voor kinderen en jongeren met een vlucht- of migratieachtergrond. De school als sleutelcontext voor een welbevinden onder druk. Welwijs: Wisselwerking Onderwijs en Welzijnswerk, 33(1), 6 – 10
Szelei, N., Devlieger, I., Verelst, A., Spaas, C., Jervelund, S. S., Primdahl, N. L., Skovdal, M., Opaas, M., Durbeej, N., Osman, F., Soye, E., Colpin, H., De Haene, L., Aalto, S., Kankaanpää , R., Peltonen, K., Andersen, A. J., Hilden, P. K., Watters, C. & Derluyn, I. (2022). Migrant students’ sense of school belonging and the Covid-19 pandemic: Implications for educational inclusion. Social Inclusion, 10(2), https://doi.org/10.17645/si.v10i2.5106
Verelst, A., Spaas, C., Pfeiffer, E., Devlieger, I., Kankaanpää, R., Peltonen, K., Vänskä, M., Soye, E., Watters, C., Osman, F., Durbeej, N., Sarkadi, A., Andersen, A., Primdahl, N. L., & Derluyn, I. (2022). Social determinants of the mental health of young migrants. European Journal of Health Psychology, 29(1), 61-73. https://doi.org/10.1027/2512-8442/a000097.
Warner, G., Osman, F., McDiarmid, S., & Sarkadi, A. (2021). Giving schools a nudge: can behavioural insights improve recruitment of schools to randomised controlled trials?. BMC Research Notes, 14(1), 1-5.