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<p>Research has begun to explore the role of schooling in mental health promotion for children from refugee and asylum-seeking backgrounds. Most of this research has been conducted in countries of permanent resettlement, with a lack of knowledge regarding these experiences within countries of first/temporary asylum. This study explored the schooling and educational experiences of refugee and asylum-seeking children in Malaysia, where these children are not legally recognized and they are reliant on volunteer- and community-run schools that are typically underfunded and under-resourced. The research questions focused on student perceptions of school-based factors that foster positive and negative mental health and well-being. This study explores the experiences of 173 refugee and asylum-seeking students within Malaysia (age ranging from 10 to 20&#xa0;years old, <i>M</i> = 14.64, <i>SD</i> = 2.17) who completed a face-to-face battery of questionnaires in English, with language support available to those requiring assistance. Multiple regression analyses revealed that factors such as social support, a sense of safety, positive physical environments, parental involvement in schooling, and the presence of mental health support were associated with positive mental health and well-being. Given the dominant role that schools play in the daily lives of children, they represent ideal locations for interventions targeting mental health.</p>

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School-Based Predictors of Mental Health and Well-Being for Refugee and Asylum-Seeking Children: Evidence from Malaysia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月2日

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  • Misha M. Cowling,
  • Thomas A. Whelan,
  • Joel R. Anderson

摘要

Research has begun to explore the role of schooling in mental health promotion for children from refugee and asylum-seeking backgrounds. Most of this research has been conducted in countries of permanent resettlement, with a lack of knowledge regarding these experiences within countries of first/temporary asylum. This study explored the schooling and educational experiences of refugee and asylum-seeking children in Malaysia, where these children are not legally recognized and they are reliant on volunteer- and community-run schools that are typically underfunded and under-resourced. The research questions focused on student perceptions of school-based factors that foster positive and negative mental health and well-being. This study explores the experiences of 173 refugee and asylum-seeking students within Malaysia (age ranging from 10 to 20 years old, M = 14.64, SD = 2.17) who completed a face-to-face battery of questionnaires in English, with language support available to those requiring assistance. Multiple regression analyses revealed that factors such as social support, a sense of safety, positive physical environments, parental involvement in schooling, and the presence of mental health support were associated with positive mental health and well-being. Given the dominant role that schools play in the daily lives of children, they represent ideal locations for interventions targeting mental health.