How Schools Can Promote Healthy Development for Newly Arrived Immigrant and Refugee Adolescents: Research Priorities
ABSTRACT BACKGROUND The US education system must find creative and effective ways to foster the healthy development of the approximately 2 million newly arrived immigrant and refugee adolescents, many of whom contend with language barriers, limited prior education, trauma, and discrimination. We ide...
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| Veröffentlicht in: | The Journal of school health 2017-02, Vol.87 (2), p.121-132 |
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| container_title | The Journal of school health |
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| creator | McNeely, Clea A. Morland, Lyn Doty, S. Benjamin Meschke, Laurie L. Awad, Summer Husain, Altaf Nashwan, Ayat |
| description | ABSTRACT
BACKGROUND
The US education system must find creative and effective ways to foster the healthy development of the approximately 2 million newly arrived immigrant and refugee adolescents, many of whom contend with language barriers, limited prior education, trauma, and discrimination. We identify research priorities for promoting the school success of these youth.
METHODS
The study used the 4‐phase priority‐setting method of the Child Health and Nutrition Research Initiative. In the final stage, 132 researchers, service providers, educators, and policymakers based in the United States were asked to rate the importance of 36 research options.
RESULTS
The highest priority research options (range 1 to 5) were: evaluating newcomer programs (mean = 4.44, SD = 0.55), identifying how family and community stressors affect newly arrived immigrant and refugee adolescents' functioning in school (mean = 4.40, SD = 0.56), identifying teachers' major stressors in working with this population (mean = 4.36, SD = 0.72), and identifying how to engage immigrant and refugee families in their children's education (mean = 4.35, SD = 0.62).
CONCLUSION
These research priorities emphasize the generation of practical knowledge that could translate to immediate, tangible benefits for schools. Funders, schools, and researchers can use these research priorities to guide research for the highest benefit of schools and the newly arrived immigrant and refugee adolescents they serve. |
| doi_str_mv | 10.1111/josh.12477 |
| format | Article |
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BACKGROUND
The US education system must find creative and effective ways to foster the healthy development of the approximately 2 million newly arrived immigrant and refugee adolescents, many of whom contend with language barriers, limited prior education, trauma, and discrimination. We identify research priorities for promoting the school success of these youth.
METHODS
The study used the 4‐phase priority‐setting method of the Child Health and Nutrition Research Initiative. In the final stage, 132 researchers, service providers, educators, and policymakers based in the United States were asked to rate the importance of 36 research options.
RESULTS
The highest priority research options (range 1 to 5) were: evaluating newcomer programs (mean = 4.44, SD = 0.55), identifying how family and community stressors affect newly arrived immigrant and refugee adolescents' functioning in school (mean = 4.40, SD = 0.56), identifying teachers' major stressors in working with this population (mean = 4.36, SD = 0.72), and identifying how to engage immigrant and refugee families in their children's education (mean = 4.35, SD = 0.62).
CONCLUSION
These research priorities emphasize the generation of practical knowledge that could translate to immediate, tangible benefits for schools. Funders, schools, and researchers can use these research priorities to guide research for the highest benefit of schools and the newly arrived immigrant and refugee adolescents they serve.</description><identifier>ISSN: 0022-4391</identifier><identifier>EISSN: 1746-1561</identifier><identifier>DOI: 10.1111/josh.12477</identifier><identifier>PMID: 28076923</identifier><identifier>CODEN: JSHEAZ</identifier><language>eng</language><publisher>Malden, USA: Wiley Periodicals, Inc</publisher><subject>Adolescent ; Adolescent Development ; adolescent health ; Adolescents ; Child Health ; Children ; Discrimination ; Education ; Health education ; Health Promotion ; Humans ; Immigrant children ; immigrant youth ; immigrants ; Medical research ; Nursing ; Nutrition ; Nutrition research ; Occupational health ; Policy making ; Priorities ; Prioritizing ; refugee youth ; Refugees ; Researchers ; School Effectiveness ; school success ; Schools ; Teachers ; Teaching Methods ; Teenagers ; Trauma ; United States ; Youth</subject><ispartof>The Journal of school health, 2017-02, Vol.87 (2), p.121-132</ispartof><rights>2017, American School Health Association</rights><rights>2017, American School Health Association.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4287-d9eaeeb8997509cb72e8fa97367ef98e343fd56a2f108d6634e7821cf6bda64f3</citedby><cites>FETCH-LOGICAL-c4287-d9eaeeb8997509cb72e8fa97367ef98e343fd56a2f108d6634e7821cf6bda64f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjosh.12477$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjosh.12477$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,30976,45550,45551</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28076923$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>McNeely, Clea A.</creatorcontrib><creatorcontrib>Morland, Lyn</creatorcontrib><creatorcontrib>Doty, S. Benjamin</creatorcontrib><creatorcontrib>Meschke, Laurie L.</creatorcontrib><creatorcontrib>Awad, Summer</creatorcontrib><creatorcontrib>Husain, Altaf</creatorcontrib><creatorcontrib>Nashwan, Ayat</creatorcontrib><title>How Schools Can Promote Healthy Development for Newly Arrived Immigrant and Refugee Adolescents: Research Priorities</title><title>The Journal of school health</title><addtitle>J Sch Health</addtitle><description>ABSTRACT
BACKGROUND
The US education system must find creative and effective ways to foster the healthy development of the approximately 2 million newly arrived immigrant and refugee adolescents, many of whom contend with language barriers, limited prior education, trauma, and discrimination. We identify research priorities for promoting the school success of these youth.
METHODS
The study used the 4‐phase priority‐setting method of the Child Health and Nutrition Research Initiative. In the final stage, 132 researchers, service providers, educators, and policymakers based in the United States were asked to rate the importance of 36 research options.
RESULTS
The highest priority research options (range 1 to 5) were: evaluating newcomer programs (mean = 4.44, SD = 0.55), identifying how family and community stressors affect newly arrived immigrant and refugee adolescents' functioning in school (mean = 4.40, SD = 0.56), identifying teachers' major stressors in working with this population (mean = 4.36, SD = 0.72), and identifying how to engage immigrant and refugee families in their children's education (mean = 4.35, SD = 0.62).
CONCLUSION
These research priorities emphasize the generation of practical knowledge that could translate to immediate, tangible benefits for schools. Funders, schools, and researchers can use these research priorities to guide research for the highest benefit of schools and the newly arrived immigrant and refugee adolescents they serve.</description><subject>Adolescent</subject><subject>Adolescent Development</subject><subject>adolescent health</subject><subject>Adolescents</subject><subject>Child Health</subject><subject>Children</subject><subject>Discrimination</subject><subject>Education</subject><subject>Health education</subject><subject>Health Promotion</subject><subject>Humans</subject><subject>Immigrant children</subject><subject>immigrant youth</subject><subject>immigrants</subject><subject>Medical research</subject><subject>Nursing</subject><subject>Nutrition</subject><subject>Nutrition research</subject><subject>Occupational health</subject><subject>Policy making</subject><subject>Priorities</subject><subject>Prioritizing</subject><subject>refugee youth</subject><subject>Refugees</subject><subject>Researchers</subject><subject>School Effectiveness</subject><subject>school success</subject><subject>Schools</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Teenagers</subject><subject>Trauma</subject><subject>United States</subject><subject>Youth</subject><issn>0022-4391</issn><issn>1746-1561</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkU2P0zAQhi0EYkvhwg9AlrggpCz-Smxzq8pHF60oYuFsucm4TeXEXTvZ0n-PSxYOHBBzGWnmmVfv6EXoOSWXNNebfUi7S8qElA_QjEpRFbSs6EM0I4SxQnBNL9CTlPYkl-TyMbpgishKMz5Dwyoc8U29C8EnvLQ9_hJDFwbAK7B-2J3wO7gDHw4d9AN2IeLPcPQnvIixvYMGX3Vdu40272zf4K_gxi0AXjTBQ6rzSXqbhwlsrHdZuQ2xHVpIT9EjZ32CZ_d9jr5_eP9tuSqu1x-vlovrohZMyaLRYAE2SmtZEl1vJAPlrJa8kuC0Ai64a8rKMkeJaqqKC5CK0dpVm8ZWwvE5ejXpHmK4HSENpmuzLe9tD2FMhqpKccKVEv-BlooSzSXL6Mu_0H0YY58fOVNSlCXLXuaomKit9WDavg79AD-GOngPWzD5z-XaLIQmQhIteOZfT3wdQ0oRnDnEtrPxZCgx55jNOWbzK-YMv7i3MG46aP6gv3PNAJ2AY-vh9A8p82l9s5pEfwItCLGb</recordid><startdate>201702</startdate><enddate>201702</enddate><creator>McNeely, Clea A.</creator><creator>Morland, Lyn</creator><creator>Doty, S. Benjamin</creator><creator>Meschke, Laurie L.</creator><creator>Awad, Summer</creator><creator>Husain, Altaf</creator><creator>Nashwan, Ayat</creator><general>Wiley Periodicals, Inc</general><general>American School Health Association</general><general>Blackwell Publishing Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TS</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>201702</creationdate><title>How Schools Can Promote Healthy Development for Newly Arrived Immigrant and Refugee Adolescents: Research Priorities</title><author>McNeely, Clea A. ; Morland, Lyn ; Doty, S. Benjamin ; Meschke, Laurie L. ; Awad, Summer ; Husain, Altaf ; Nashwan, Ayat</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4287-d9eaeeb8997509cb72e8fa97367ef98e343fd56a2f108d6634e7821cf6bda64f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Adolescent</topic><topic>Adolescent Development</topic><topic>adolescent health</topic><topic>Adolescents</topic><topic>Child Health</topic><topic>Children</topic><topic>Discrimination</topic><topic>Education</topic><topic>Health education</topic><topic>Health Promotion</topic><topic>Humans</topic><topic>Immigrant children</topic><topic>immigrant youth</topic><topic>immigrants</topic><topic>Medical research</topic><topic>Nursing</topic><topic>Nutrition</topic><topic>Nutrition research</topic><topic>Occupational health</topic><topic>Policy making</topic><topic>Priorities</topic><topic>Prioritizing</topic><topic>refugee youth</topic><topic>Refugees</topic><topic>Researchers</topic><topic>School Effectiveness</topic><topic>school success</topic><topic>Schools</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>Teenagers</topic><topic>Trauma</topic><topic>United States</topic><topic>Youth</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McNeely, Clea A.</creatorcontrib><creatorcontrib>Morland, Lyn</creatorcontrib><creatorcontrib>Doty, S. Benjamin</creatorcontrib><creatorcontrib>Meschke, Laurie L.</creatorcontrib><creatorcontrib>Awad, Summer</creatorcontrib><creatorcontrib>Husain, Altaf</creatorcontrib><creatorcontrib>Nashwan, Ayat</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Physical Education Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>The Journal of school health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McNeely, Clea A.</au><au>Morland, Lyn</au><au>Doty, S. Benjamin</au><au>Meschke, Laurie L.</au><au>Awad, Summer</au><au>Husain, Altaf</au><au>Nashwan, Ayat</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>How Schools Can Promote Healthy Development for Newly Arrived Immigrant and Refugee Adolescents: Research Priorities</atitle><jtitle>The Journal of school health</jtitle><addtitle>J Sch Health</addtitle><date>2017-02</date><risdate>2017</risdate><volume>87</volume><issue>2</issue><spage>121</spage><epage>132</epage><pages>121-132</pages><issn>0022-4391</issn><eissn>1746-1561</eissn><coden>JSHEAZ</coden><abstract>ABSTRACT
BACKGROUND
The US education system must find creative and effective ways to foster the healthy development of the approximately 2 million newly arrived immigrant and refugee adolescents, many of whom contend with language barriers, limited prior education, trauma, and discrimination. We identify research priorities for promoting the school success of these youth.
METHODS
The study used the 4‐phase priority‐setting method of the Child Health and Nutrition Research Initiative. In the final stage, 132 researchers, service providers, educators, and policymakers based in the United States were asked to rate the importance of 36 research options.
RESULTS
The highest priority research options (range 1 to 5) were: evaluating newcomer programs (mean = 4.44, SD = 0.55), identifying how family and community stressors affect newly arrived immigrant and refugee adolescents' functioning in school (mean = 4.40, SD = 0.56), identifying teachers' major stressors in working with this population (mean = 4.36, SD = 0.72), and identifying how to engage immigrant and refugee families in their children's education (mean = 4.35, SD = 0.62).
CONCLUSION
These research priorities emphasize the generation of practical knowledge that could translate to immediate, tangible benefits for schools. Funders, schools, and researchers can use these research priorities to guide research for the highest benefit of schools and the newly arrived immigrant and refugee adolescents they serve.</abstract><cop>Malden, USA</cop><pub>Wiley Periodicals, Inc</pub><pmid>28076923</pmid><doi>10.1111/josh.12477</doi><tpages>12</tpages></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Wiley Online Library Journals Frontfile Complete |
| subjects | Adolescent Adolescent Development adolescent health Adolescents Child Health Children Discrimination Education Health education Health Promotion Humans Immigrant children immigrant youth immigrants Medical research Nursing Nutrition Nutrition research Occupational health Policy making Priorities Prioritizing refugee youth Refugees Researchers School Effectiveness school success Schools Teachers Teaching Methods Teenagers Trauma United States Youth |
| title | How Schools Can Promote Healthy Development for Newly Arrived Immigrant and Refugee Adolescents: Research Priorities |
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