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Trauma-informed education support program for refugee survivors

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Abstract

This paper describes how various community partners collaborated to design and implement a student‑centred, trauma‑informed educational program that addresses the personal and systemic barriers identified by refugees who are survivors of trauma as obstacles to accessing higher education, and consequently social inclusion, in Canada. This 14‑week program created a safe space where participants could rebuild identities, agency, and confidence and develop healthy relationships of trust and mutual respect. Measures of well‑being and qualitative interviews conducted at entry, mid, and exit points showed statistically significant improvements on measures of self‑esteem, resilience, and life satisfaction and overall satisfaction with the program.

Citation

  • Bajwa, J. K., Kidd, S., Abai, M., Knouzi, I., Cuoto, S., & McKenzie, K. (2020). Trauma-informed education support program for refugee survivors. Canadian Journal for the Study of Adult Education, 32(1), 75–96.
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Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What is the evidence for strengths-based and trauma-informed approaches?

Two impact and three suggestive studies indicate positive outcomes from strengths-based approaches. Five studies were identified that have examined the outcomes of strengths-based approaches with refugee clients. These studies have addressed diverse outcomes including health, mental health, social support, English proficiency, and cultural and community connections. Strengths-based approaches can take many forms and have shown…

About this study

AGE: Adults

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Free

HOST COUNTRY: Canada

HOST COUNTRY INCOME: High

INTERVENTION: Trauma-informed approaches

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Positive impact

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2020

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