Intervention programs promoting the integration of refugee students into elementary schools: Handbook for the implementation of cooperative learning and imagined contact workshops

The aim of this handbook is to help teachers and teaching associates in schools attended by or expected to be attended by refugee children to contribute to the process of integration of refugee children in elementary schools. The handbook presents two intervention programs – one based on the cooperative learning method for schools attended by […]

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Inclusivity, friendship and language learning: boosting collaboration in interactive groups

In linguistically diverse contexts, language learning and the building of quality relationships are key – and intertwined – educational goals. These aspects are particularly important in learning communities where the language of instruction may represent an additional language for most students. It is, therefore, essential to identify activities that promote quality interactions in the language […]

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Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities

More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact […]

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Dialogic popular education in Spain and its impact on society, educational and social theory, and European research.

Dialogic popular education developed by La Verneda-Sant Martí School for Adults in Spain, influenced by the work of Paulo Freire, has had a range of significant social and educational impacts. Starting with an emancipatory approach to eradicate oppression, this dialogic popular education resisted and has transformed aspects of the Spanish educational sphere despite ongoing hindrances […]

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How Can the Roma Deal with the Health and Social Crisis Generated by the COVID-19 Pandemic? Inequalities

The Roma is the most excluded non-migrant ethnic minority in Europe, facing prejudice, intolerance, discrimination, and social exclusion in their daily lives. This has led to a huge gap in several social domains between the Roma and non-Roma created for centuries. The COVID-19 pandemic has only increased the social and health inequalities that the Roma […]

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School-based programs for supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: a scoping review

This article includes a scoping review of literature focused on school-based programs that aim to support the wellbeing of adolescent forced migrants residing in high-income countries. Through this review, an outline of existing programs is provided in addition to reflection on challenges faced and lessons learned from current intervention strategies.   […]

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School and Community-Based Interventions for Refugee and Asylum Seeking Children: A Systematic Review

This systematic review includes literature related to mental health interventions for refugee or asylum-seeking children that have been conducted in school or community settings, including refugee camps. The review outlines principles, quality and effectiveness of the interventions included. Key considerations for interventions are discussed. […]

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A Healthy, Hopeful and Happy Living and Learning Toolkit. Activity Guide for Teachers, Parents and Children.

The toolkit is designed to facilitate support for children, parents/caregivers and teachers affected by the COVID-19 pandemic, but may be useful for anyone, anywhere, and any time. Activity Guide: This Guide for Teachers, Parents and Children features fun activities for children at home, in school or for remote use. In a home learning environment, for […]

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A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth

This systematic literature review includes mental health interventions for refugee, asylum-seeking, or immigrants with war trauma children that have been conducted in school settings. The review classifies the interventions into three categories based on the intervention’s approach. Design features and intervention effects are discussed. […]

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Community‐based interventions for improving mental health in refugee children and adolescents in high‐income countries

This systematic review evaluates community-based mental health interventions aimed at reducing mental health concerns for refugee children and adolescent who are living in high-income countries. This review includes many types of studies but specifically looks at the results from randomized control trials (RCTs). The effectiveness of the interventions is evaluated and the insight the review […]

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Second-Order Sexual Harassment: Violence Against the Silence Breakers Who Support the Victims

this article provides unprecedented clues about Second-Order Sexual Harassment. Working on safety strategies for individuals who support victims, promoting solidarity networks that also address SOSH, and ensuring that institutional policies are enforced are found to be central factors that can help prevent and/or transcend SOSH. […]

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The Children’s Resilience Programme. Programme Managers Handbook.

The children’s resilience programme recognizes that children’s wellbeing is influenced by their interaction with their parents and caregivers, their peers and with others in their community environment. The programme therefore covers all these areas of children’s lives to help improve their wellbeing and their resilience. This is done through children’s workshops that focus on supporting […]

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The Dialogic Society

The book focuses on the dialogue as the main source of knowledge. The book brings to light important mistakes from some of the most cited sociological theories. Thus, the author analyse the dialogic society need to address main critiques to soiology and other social sciences: theoretical errors, individualism, ethical problems and lack of social impact. […]

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The Children’s Resilience Programme. Understanding Children’s Wellbeing.

The children’s resilience programme recognises that children’s wellbeing is influenced by their interaction with their parents and caregivers, their peers and with others in their community environment. The programme therefore covers all these areas of children’s lives to help improve their wellbeing and their resilience. This booklet can be used as a stand-alone resource or […]

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Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education.

A systematic review was conducted to gain a better understanding of the pedagogical and structural aspects that foster a positive classroom climate in multicultural early childhood education settings. Following a systematic review procedure, 14 articles were selected and included in the analysis. The findings indicate that eight aspects contribute to a positive climate in these […]

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Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review

This paper provides a literature review of interventions, based on social interaction and their impact on the social skills of students with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the social skills of students with disabilities, in line with previous research. […]

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How the Psychology of education contributes to research with a social impact on the education of students with special needs: the case of successful educational actions.

The aim of this paper is to analyze the social impact achieved by a line of research that has explored the benefits of such successful educational actions for the education of students with special needs. […]

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