The role of schooling and education in promoting mental health and wellbeing amongst children from refugee and asylum seeking backgrounds : Evidence from Malaysia

Rates of global forced displacement are at an all-time high. Every year, millions of individuals are forced to flee from their homes in an attempt to secure international safety and security from instances of war, persecution, conflict, or violence. Amongst these individuals, thousands of vulnerable children endure stressful and often traumatic experiences of resettlement, which occur during crucial periods of development. A large body of research has identified high prevalence rates of psychopathology amongst children from refugee and asylum seeking backgrounds, prompting an urgent call for research into the factors that may provide protection against the development of adverse mental health and wellbeing.

Education and schooling for example, has been posited as a potential predictor, with studies beginning to identify schooling and education as important in mental health promotion amongst refugee and asylum seeking students. Research conducted primarily with children resettled across high-income countries suggests that there are several educational and school-based factors that support the development of positive mental health and wellbeing. While this research is valuable, a large proportion of children from refugee and asylum seeking backgrounds reside in low-middle income countries of first or temporary asylum, where they may spend years in exile awaiting permanent resettlement.

Research into the experiences of children within countries of first and temporary asylum has been neglected. As such, the overarching aim of this dissertation is to shed light on the schooling experiences of children from refugee and asylum seeking backgrounds residing in Malaysia (a country of temporary and first asylum), with a focus on exploring the role of participation in schooling and education in mental health promotion. Through a series of studies utilising both quantitative and qualitative designs, and through evidence triangulation that draws on multiple data sources including teachers, students, and members of the refugee community, the findings of this study allowed for a greater understanding of the perceived barriers and facilitators of education, as well as the school and education relevant factors that contribute to the development of growth, as well as positive mental health and wellbeing.

Schools across the globe will continue to experience a significant influx of students from refugee and asylum seeking backgrounds over the coming years. Given that children spend the majority of their childhoods within schooling environments, they are ideal locations in which optimal wellbeing and mental health can be fostered. Therefore, it is hoped that this dissertation will provide educators and clinicians with a better insight into the experiences faced by their students from refugee and asylum seeking backgrounds. With this knowledge, it is hoped that the findings not only support the development of confidence, empathy and understanding when working with these students, but also the development of tailored strategies that will ultimately see these students’ flourish.