To Örebro University

This scoping review examines school-based programs aimed at promoting the adjustment and well-being of recently arrived immigrant adolescents. Following PRISMA-ScR guidelines, five databases (Medline, PsycINFO, CINAHL, SCOPUS, ERIC) were systematically searched for studies published since 2000, focusing on interventions implemented in formal school settings for recently arrived adolescents. The review identified 15 studies evaluating outcomes of 17 programs. Most school-based programs for recently arrived adolescents aimed to promote social-emotional well-being, mitigate mental health problems, strengthen resilience and social support, or address trauma-related symptoms. Around 50% of the reviewed programs had some effects on the intended outcomes. Despite some promising findings, the current literature has several limitations that limit the ability to draw robust conclusions. Future research needs to focus on understanding why, how, and for whom programs lead (or do not lead) to intended outcomes, and on developing effective programs that can be implemented using available resources at school. 

This scoping review examines school-based programs aimed at promoting the adjustment and well-being of recently arrived immigrant adolescents. Following PRISMA-ScR guidelines, five databases (Medline, PsycINFO, CINAHL, SCOPUS, ERIC) were systematically searched for studies published since 2000, focusing on interventions implemented in formal school settings for recently arrived adolescents. The review identified 15 studies evaluating outcomes of 17 programs. Most school-based programs for recently arrived adolescents aimed to promote social-emotional well-being, mitigate mental health problems, strengthen resilience and social support, or address trauma-related symptoms. Around 50% of the reviewed programs had some effects on the intended outcomes. Despite some promising findings, the current literature has several limitations that limit the ability to draw robust conclusions. Future research needs to focus on understanding why, how, and for whom programs lead (or do not lead) to intended outcomes, and on developing effective programs that can be implemented using available resources at school. 

This workshop aims to present the barriers and facilitators of conducting prevention research with youth and families from immigrant and refugee backgrounds. Conducting such research involves unique challenges, including language barriers, cultural differences, limited understanding of or different views about research, distrust, and instability in living conditions. These are just a few of the unique challenges that researchers must address to ensure the quality implementation of their research. However, there are limited resources available to guide novice researchers and practitioners in learning from the experiences of others.

Experiences from two large-scale projects in different contexts, Germany and Sweden, will form the basis of this workshop. We will present the strategies that were effective in achieving the project goals, as well as the failures and lessons learned. The facilitators include senior researchers, a doctoral student, project assistants who worked on project administration and data collection, and intervention leaders who ran intervention sessions with the participants. Workshop participants will have the opportunity to interact with both senior and junior research staff, who will share firsthand experiences from different phases of project development, implementation, and dissemination.

Overall, this workshop is designed to empower novice researchers and practitioners by enhancing their understanding of the challenges, barriers, and facilitators of conducting prevention research with youth and families from immigrant and refugee backgrounds. The program will include interactive group activities to provide hands-on experiences for the participants.

In societal discourse and academic research, individuals with immigration backgrounds are often portrayed as vulnerable and at risk. The term "risk" includes internalizing and externalizing issues such as poor mental health and adjustment difficulties. Despite increasing research on resilience and strengths-based approaches, psychological and prevention research remains focused on deficits. For instance, a keyword search on the Web of Science database for peerreviewed publications revealed that approximately 25% of studies on immigrant children and adolescents focused on some form of risk, while only around 3% listed resilience or strength as keywords.

Several systematic reviews and meta-analyses demonstrated that interventions for individuals with immigrant backgrounds predominantly focused on mental health. Although mental health challenges may be more prevalent among individuals with immigrant backgrounds compared to the majority population, especially with those who experienced displacement and trauma, mental health support represents only one aspect of the broader spectrum of psychosocial needs among those with immigration experience.

Building on this background, we will first provide an overview of current research and the portrayal of youth and families with immigration backgrounds. Following this, we will discuss the shortcomings of deficit-based approaches in prevention research. Finally, we will propose a contextualized developmental approach that may facilitate the development and implementation of strengths-based approaches to promote adjustment and well-being of immigrants and refugees.

In summary, this paper aims to challenge the prevailing negative discourse about immigrant youth and parents as vulnerable and at-risk. Instead, the paper will discuss how a strengths-based approach may move prevention research targeting these groups forward, while also helping overcome the negative portrayal of immigrants and refugees as inherently at-risk.

Background: Adolescence is a period of identity development and relational growth. For newly arrived youth, this process is complicated by the overlapping challenges of migration, language learning, and psychosocial adjustment. While many interventions for this group focus on clinical or academic outcomes, fewer address everyday experiences that shape social belonging and emotional wellbeing. The PIA Youth Program responds to this gap as a universal, school-based, dialogue-driven intervention designed to support integration through experience sharing,reflection, and positive reinforcement.

Method: This presentation examines 19 semi-structured qualitative interviews with newly arrived adolescents (aged 14–16) who participated in the PIA Program, exploring their experiences of its impact on their social, emotional, and communicative development.

Results: Using thematic analysis of in-depth interviews, key themes were identified as Language and communication skill development, Development of behavior, Emotional and social skills and Importance of leadership. Youth described sessions as safe and enjoyable spaces where they could speak without fear of judgment, reflect on identity and social norms, and enhance confidence. Participants emphasized that relatable texts, meaningful discussions, and a supportive facilitator helped them build emotional resilience, social courage, and communicative skills. They described increased perspective-taking, better understanding of cultural differences, and stronger abilities to handle social uncertainty. Expressed challenges included fear of mistakes, unfamiliar group settings, and linguistic barriers, especially among those less confident in Swedish or their mother tongue. Youth suggested improvements such as simplified language, visual materials, and more interactive and flexible session formats.

Discussion: Findings underscore the importance of culturally sensitive dialogical spaces in schools to support integration beyond academic achievements. Findings highlight the value of incorporating culturally representative role models who serve as facilitators, using culturally responsive practices, and providing flexible interventions. These facilitators help foster reflection and connection, making the PIA Youth Program a meaningful contributor to participants’ integration journey.