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The problem
Intervention: Participatory research process to identify how schools can adapt social and emotional learning strategies to better support resettled adolescents through culturally responsive teaching, skills development, and equitable learning environments
Who it was tested with: 69 adolescents aged 14-20 (38 male, 31 female) resettled from Middle East and North Africa countries, attending six public high schools in Virginia, Texas, and Michigan.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"We analyzed primary data collected during focus group discussions as part of the SALaMA study. During these discussions, we used participatory ranking methodology to elicit adolescents' suggestions on how high schools can better support students both academically and psychosocially after resettlement." The study is an evidence-gathering exercise through youth participation rather than a test of whether a specific intervention improves outcomes.
This is a participatory needs assessment, not an intervention trial. It captures youth perceptions and suggestions but does not evaluate whether schools implementing these recommendations actually improve student mental health, psychosocial wellbeing, or academic outcomes. Findings are limited to three specific U.S. locations.
Across countries and designs
1 study · 1 country
