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This included events organized by The National Centre of Multicultural Education, and meetings and consultations facilitated by national government/public bodies, such as the webinar ”Psychosocial support to children, adolescents and families who have fled from Ukraine”, organized jointly by five national directorates on 24 May (the Directorate of Children, Youth and Family Affairs; Dir. of Education; Dir. of Health; Dir. of National Police; Dir. of Immigration).

Results from the RefugeesWellSchool project have informed research and evidence briefs, submitted and published by NKVTS in its role as governmental advisor on terrorism and disaster preparedness. And, as a last example, project results are featured also in text and video information packages developed for an NKVTS special website section on psychosocial support for refugees from the war in Ukraine, reaching large numbers of stakeholders in refugee reception around the country, including professionals and policymakers in the health, education and migration/integration sectors. Further domestic dissemination activities occasioned by the Ukraine crisis are scheduled to continue in the months ahead.

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The RefugeesWellSchool consortium has informed and supported several schools, policy-makers and governments regarding the implementation of psychosocial interventions for young refugees in schools. On a European level, RWS interventions have been included in the School Education Gateway and the European Toolkit for Schools and RWS members have been involved in several trainings and dissemination events, such as a training on psychosocial wellbeing of refugee children organised by the Teacher Academy and a presentation during the Peer Learning Activity organised by DG EAC in May 2022. On national levels, our RWS partners were involved in many different initiatives. Read more here about some of these initiatives of NKVTS.

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*This short summary is based on the abstract of 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

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*This short summary is based on the abstract of 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. https://doi.org/10.1016/j.wss.2020.100001

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*This short summary is based on the abstract of 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. https://doi.org/10.1016/j.childyouth.2020.105248

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