Africa Knowledge Hub for Children

OtherCrossref2 May 2026

Understanding Refugee Parent-Child Discrepancies in Reporting Socio-Emotional Well-Being

Canada has welcomed over 100,000 Syrian refugees since 2015, many of whom have faced displacement-related challenges that shape their socio-emotional well-being. Refugee children, in particular, are at heightened risk for socio-emotional difficulties due to their developmental sensitivity to adversity, exposure to traumatic events, and resettlement stressors. Assessing children’s socio-emotional well-being often relies on both parent-reports and child self-reports; however, discrepancies between these reports commonly occur, and the factors influencing such discrepancies are not well understood, particularly in displaced populations. The present study examined predictors of parent-child discrepancies in reports of socio-emotional well-being and explored whether such discrepancies were associated with children’s learning outcomes. Participants were Syrian refugee children (N = 55, Mage = 14.42) who were resettled in Canada for an average of six years. Results revealed that children consistently self-reported more socio-emotional problems than their parents reported. Moreover, longer time resettled in Canada predicted greater parent-child discrepancies, suggesting that resettlement-related factors and acculturation influence parent-child discrepancies. However, child self-reports, but not parent-reports, showed limited external validity; while parent-child communication barriers may contribute to discrepancies, differences in how socio-emotional constructs are understood and reported by parents and children are important to consider. These findings underscore the importance of including multiple informants in socio-emotional well-being assessments and carefully considering cultural and contextual factors when designing assessments, specifically given the complex dynamics in displaced families. Future research is important to advance the literature to determine whether assessments of socio-emotional well-being should be adapted for specific populations, as suggested by the present findings.

Andrea De Bartolo, Yuying Huang, Hamza Qayumi et al.

DevelopmentCARead at source

Peer-reviewed articleOpenAlex - Early Childhood5 Oct 2026

The Boys' Brigade: Origins, Global Expansion, and the Ghanaian Chapter

This article explores the historical evolution, sociocultural significance, and contemporary relevance of the Boys’ Brigade (BB), one of the world’s oldest uniformed Christian youth organizations, with a specific focus on its introduction and development in Ghana. Founded in 1883 in Glasgow, Scotland, by Sir William Alexander Smith, the Boys’ Brigade was conceived to instil Christian values, discipline, and leadership in boys through a structured quasi-military framework. The movement rapidly expanded across the British Empire and found fertile ground in colonial Africa as a tool for both missionary work and moral formation. The study traces the formal introduction of the Boys’ Brigade to the Gold Coast (now Ghana) in 1911 by Reverend Herman Noah Annan at the Christiansborg Presbyterian Church, Osu. Through a qualitative historical-sociological methodology, including archivalrecords, church documents, and scholarly literature, the article reconstructs the Brigade’s institutional growth and examines its role in youth socialization and civic education. It further analyses how the BB in Ghana indigenized its practices while maintaining its Christian ethos, contributing significantly to moral development, leadership training, and national cohesion. The paper also highlights the contemporary challenges and adaptations facing the organization in the 21st century. These include declining youth engagement, resource constraints, and the need for greater inclusivity and mental health awareness. Notable alumni such as former Vice President Dr. Mahamudu Bawumia exemplify the BB’s enduring influence on Ghana’s civic and leadership landscape. Additionally, the article discusses comparable youth organizations and outlines recent global initiatives within the BB movement aimed at addressing gender equity and emotional wellbeing. The study concludes that while the Boys’ Brigade faces modern pressures, its foundational principles remain vital. With strategic reforms and context-sensitive innovations, the BB can continue to be a cornerstone of youth development in Ghana and beyond.

Samuel Bangura

DevelopmentParticipationGHRead at source

Peer-reviewed articleOpenAlex - Early Childhood5 Oct 2026

Primary to secondary school transitions and emotional wellbeing: a comprehensive literature review of pastoral strategies and CBT-informed practices

Transitions from primary to secondary school can heighten anxiety, unsettle relationships, and challenge pupils’ sense of belonging. Schools increasingly deploy pastoral systems and universal wellbeing programmes, yet implementation varies and practice often lacks a clearly articulated evidence base. This literature review synthesises qualitative and mixed-methods studies (2017–2025) and examines how education staff can support pupils’ emotional wellbeing during primary‑to‑secondary transitions, with a focus on strategies informed by Cognitive Behaviour Therapy (CBT). Using a PICo framework, searches of ERIC, Education Source, CINAHL, and Psychology & Behavioral Sciences were conducted, applying inclusion criteria relevant to school contexts and transition stages. Studies were appraised with CASP tools. Findings cluster around three interrelated themes: (1) the centrality of relationships (teacher empathy and consistency; peer support; family partnership); (2) school belonging and connectedness (inclusive climate, pupil voice, and relational safety); and (3) emotional skills and resilience (structured psychoeducation, low-intensity CBT techniques, and peer-led emotion work). Methodological limitations across the literature include over-reliance on self-report, limited longitudinal designs, and conceptual ambiguity between belonging, connectedness, climate, and culture. The review proposes a practical pastoral framework that integrates CBT-informed strategies within universal and targeted supports and highlights priorities for professional development, co-production, and evaluation. Implications for pastoral care emphasise relationally attuned practice, actionable classroom tools, and multi-agency collaboration to scaffold emotionally safe, equitable transitions. Implications for pastoral care include embedding CBT-informed strategies within universal and targeted supports, prioritising relational safety, and fostering inclusive school climates to ensure emotionally secure transitions.

Fiona White, Angie McDonald, Bryan Fraser Mitchell

DevelopmentParticipationGBRead at source

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Addressing Violence Against Children in Low-Resource and Humanitarian Settings

Understanding Refugee Parent-Child Discrepancies in Reporting Socio-Emotional Well-Being

The Boys' Brigade: Origins, Global Expansion, and the Ghanaian Chapter

Goal‐Driven Dynamic Change in Parental Monitoring and Adolescent Information Management: A Novel Conceptual Model and Simulation

Exploring Classroom Practices of Pre-primary Education in Bangladesh

The Impact of Tobacco-Free School Laws on Student and Staff Smoking Behavior

Temperament among Children of Employed and Unemployed Mothers

Primary to secondary school transitions and emotional wellbeing: a comprehensive literature review of pastoral strategies and CBT-informed practices

Experiences of mothers with borderline personality disorder following an intervention to support mother‐infant relationships: “more tools in my toolbox”

From Feminine Autobiography to Collective Allegory: Arundhati Roy’s Sensory Writing in the Perspective of Phenomenology of Perception

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