This study examined teachers’ current knowledge on trauma and trauma-informed practices. More specifically, the purpose of this study was to identify whether teachers and staff within the school setting feel confident in being able to work with immigrant and refugee children and whether teachers would benefit from having training on trauma and traumainformed practices. In this study, a needs assessment and pre-training survey was administered to teachers. The following research questions were addressed: (a) Do teachers have the knowledge, experience, and resources to support students with trauma? (b) Are educators aware of the impact trauma can have on a child’s development? (c) Can teachers and staff recognize the symptoms and classroom behaviors of students with trauma? (d) Would a training on trauma and trauma-informed practices increase teacher’s knowledge and confidence in working with refugee and immigrant students with trauma?
Prevalence, determinants, and effects of food insecurity among Middle Eastern and North African migrants and refugees in high-income countries: A systematic review
Issues related to poverty and income inequality in high-income countries have led to food insecurity among some population groups, such as migrants and refugees. While there are some studies on the experience of some migrant groups (and other subpopulations), little is known about food security among Middle Eastern and African migrants and refugees. This systematic…