RESEÑA de: MATEJA, S.; HERNÁNDEZ-HERNÁNDEZ, F.; SANCHO-GIL, J. M. Y GORNIK, B. (Eds.) (2021): Migrant Children's Integration and Education in Europe. El segundo proyecto (Children Hybrid Integration: ...Learning Dialogue as a way of Upgrading Policies of Participation - CHILD-UP), detallado en el quinto capítulo, también se sustenta sobre la misma base teórica, pero se centra en la importancia de que el menor sea capaz de actuar autónomamente sin que las personas adultas determinen sus acciones. El proyecto Mapping the integration of refugee and migrant children in Europe (Cap. 6) es de especial interés para los investigadores de Educación Comparada, ya que presenta distintos indicadores para monitorizar la integración de estos menores en distintos niveles (local, regional, nacional y supranacional).
Between October 1, 2014, and March 1, 2023, the US Office of Refugee Resettlement (ORR) took custody of 568,890 unaccompanied migrant children. Drawing on a unique dataset that ORR produced in ...response to Freedom of Information Act requests and litigation, we provide the first comprehensive, long-term demographic study of the population of unaccompanied migrant children while in ORR custody. Our analysis reveals the children's differential treatment and experiences across time and demographic characteristics. We contextualize ORR's treatment of the children in its custody by identifying legal standards governing their care. We also examine how specific instances of legal, political, and social change in the United States correlate with fluctuations in the origin-based demographics of unaccompanied migrant children seeking refuge in the United States. Results highlight the differential treatment and intense uncertainty that unaccompanied migrant children face in the United States based on their age, gender, country and region of origin, ORR program placements, and discharge types.
China’s rapid urbanization has been associated with increased mental health challenges, especially in rural-to-urban migrant children. This study evaluates the effects of mindfulness and life-skills ...(LS) training on emotional regulation and anxiety symptoms from a randomized controlled trial aimed at improving the mental health of Chinese migrant children.
Two intervention arms—mindfulness training (MT) and MT plus LS mentorship (MT + LS)—were compared to a waitlist control group of 368 migrant children aged 9–17 years. Volunteers were trained to deliver interventions to 285 migrant children in small groups of 15 for eight weeks weekly. Social integration varied: migrant children mixed with local children at public schools were considered highly integrated, those in migrant-only classrooms at public schools had intermediate levels of integration, and children in private migrant schools had low integration. Emotion regulation and anxiety symptoms were assessed preintervention, postintervention, and three months postintervention.
Postintervention and compared to the control group, children with high social integration in the MT arm showed increased cognitive reappraisal ability (p < .05) but higher physical anxiety (p < .01). Children with high social integration in the MT + LS arm had lower anxiety symptoms of harm avoidance (p < .01) and physical anxiety (p < .05). Children with low social integration in the MT + LS arm showed lower cognitive reappraisal (p < .01) and poorer overall emotion regulation abilities (p < .01). Three months later, children with intermediate integration in the MT + LS arm had lower separation anxiety (p < .05) and harm avoidance anxiety (p < .05). No other groups showed significant improvements in emotion regulation or reducing in anxiety symptoms three months postintervention.
Mindfulness and LS training may benefit Chinese migrant children who have higher levels of social integration but increase anxiety in those with lower social integration. Future research should consider the sociocultural context in which a treatment is implemented.
With China's urbanization and its development in market economy, mass rural-to-urban migration greatly expanded over the past decades. Consequently, migrant and left-behind children have greatly ...increased in number. Using data from the 2011 Survey on Social Integration of Migrant Children in Wuhan, China, this study examined psychological and behavioral problems of migrant and left-behind children. Results showed that left-behind and migrant children had poorer psychological and behavioral outcomes than local children. However, the difference disappeared after controlling for family and school characteristics. The findings provided implications on improving psychological and behavioral outcomes of migrant and left-behind children through family intervention and education policy reform.
•Mass rural-to-urban migration has occurred in China over the past decades.•Left-behind and migrant children had poor psychological and behavioral outcomes.•The differences disappeared after controlling for family and school characteristics.•The outcomes could be improved through family intervention and policy reform.
Protección de niños inmigrantes en Ecuador Arandia Zambrano, Juan Carlos; Triviño Vera, Karen Clemencia; Rivera Segura, Gilma Nelly ...
Dilemas contemporáneos: educación, política y valores,
10/2021, Volume:
IX, Issue:
Special
Journal Article
Peer reviewed
Open access
En este artículo científico se exploran las situaciones de los niños migrantes, grupo vulnerable de la sociedad ecuatoriana. El trabajo se basó en la recopilación de información para su análisis ...posterior. Estos menores de edad, desde el transcurso de la movilidad hasta el momento en que logran establecerse en el estado ecuatoriano, presentan problemas que vulneran los derechos que garantiza el mismo estado ecuatoriano. La metodología se basó en un estudio cualitativo con métodos analítico-sintético e inductivo-deductivo, siendo que los resultados se basaron en investigaciones realizadas sobre el tema referente a los niños migrantes y en la legislación del Ecuador y los convenios a los que el Ecuador está suscrito.
•We examined outcomes for rural “left-behind” preschool children in China who experienced one or more parents migrating to a city for work.•Across all outcomes, left-behind children showed lower ...skill levels compared to rural children and migrant children.•Completely-left-behind children (both parents migrate) are at considerable risk for early academic and social skills.
We examined early trajectories for academic and social skills among four groups of rural, preschool-attending, children in the Guangdong province of China: Village children (N = 176) who remained in a rural village and lived with both parents, Migrant children (N = 79) who migrated with their work-seeking parents to live in an urban area, Partially-left-behind children (N = 63) who lived with one parent in a rural village while the other parent migrated to the city for work, and Completely-left-behind children (N = 57) who stayed in a rural village with relatives while both parents migrated to the city for work. Children (n = 375) were individually assessed for social skills, vocabulary, executive functioning, Chinese character reading, and math at four time points over their last two years before formal schooling. For all academic outcomes at exit of preschool, completely-left-behind children showed the lowest performance compared to other groups. Children who remained at home with their parents did better than completely-leftbehind children on all outcomes at the final time point except for vocabulary. Migrant children generally performed better than other groups. Partially-left-behind children showed strong growth and final performance in executive functioning compared to other groups. In sum, while migration to the city appears to be associated with enhanced early academic learning for rural children, completely-left-behind children appeared to be at greatest risk. Results are interpreted in terms of current policies in China aimed at improving early childhood services in rural areas.
Background
Migrant children refer to rural children who accompany one or both parents to urban area. Empirical evidence showed that compared with their urban counterparts, migrant children had poorer ...developmental, emotional and psychological health.
Method
A sample of 1306 migrant children were recruited to examine the characteristics of migrant children and investigate the effects of identity integration, support and socioeconomic factors (e.g. age, gender, type of school, family socioeconomic status, city type) on their subjective wellbeing.
Results
Children with higher levels of identity integration, social support, family socioeconomic status, who attended public school and who lived in the third‐tiered city of Weihai demonstrated better subjective wellbeing. Social support remained a strong predictor for subjective wellbeing, despite a significant mediating effect of identity integration.
Conclusions
These results highlight the need for policymakers and practitioners alike to address individual factors pertaining to psychological adjustments, as well as social determinants of subjective wellbeing in the context of migration.
Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have ...been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution - which in part contributes to the existing confusion on education for various groups, including undocumented migrant children. In this paper, we critically reflect on the need to develop an integrated approach for creating a platform that allows all undocumented migrant children access to education in South Africa. We argue that an integrated approach - which entails ways through which access to education can be delivered through the lens of equity - will enhance the right to education for undocumented migrant children in South Africa. We conclude that the South African government must urgently consider this integrated approach to enable access to education for undocumented migrant children, so that they can achieve their full educational potential.
•Using the CFPS database, this study investigates the cognitive ability of migrant children.•Family economic capital greatly enhances the Chinese and Math performance of migrant children.•Family ...education expenditure and parental involvement mediate the influence mechanism.•Regional education level has a significantly positive moderating effect on family education expenditure.
The scale of migrant populations and the prevalence of family-based migration in China have sparked concerns about migrant children. After moving to the city, compared to loacl children, migrant children are at a disadvantage in terms of access to external educational resources and internal family education. It is thus of great academic and practical importance to explore the factors affecting the cognitive abilities of migrant children. Using the CFPS database in 2014, 2016, and 2018, this study investigates the effects and mechanisms of family economic capital on the cognitive ability of migrant children. The findings show that family economic capital greatly enhances the Chinese and Math performance of migrant children and that there is heterogeneity in the effect of family economic capital on the cognitive ability of migrant children attending key schools and non-key schools. In addition, the mediating effect model shows that family economic capital mainly influences the Chinese and Math scores of migrant children through mediating variables such as family education expenditure and parental involvement. At the same time, the results of the hierarchical linear model show that the regional education level has a significantly positive moderating effect on family education expenditure, while the moderating effect on parental involvement is not significant. Therefore, assisting migrant families to increase their financial resources, family educational expenditure, and family communication can contribute to their children's human capital development.
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