View in EDS HTML Full Text PDF Full Text

In Their Words: Effective Strategies for Supporting Newly Resettled Refugee Background Adolescents in a Community-Based Program

Saved in:
Bibliographic Details
Title: In Their Words: Effective Strategies for Supporting Newly Resettled Refugee Background Adolescents in a Community-Based Program
Language: English
Authors: Grace H. C. Huang (ORCID 0000-0002-6694-2442), Monica Miller Marsh, Naila Asad Paul
Source: Child & Youth Care Forum. 2025 54(4):983-998.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Land Settlement, Refugees, Adolescents, Community Programs, Secondary School Students, Student Experience, Educational Environment, Linguistic Competence, Cultural Awareness, Career Pathways, Youth Programs, Inclusion
DOI: 10.1007/s10566-024-09848-y
ISSN: 1053-1890
1573-3319
Abstract: Background: Amidst rapid developmental changes, refugee-background adolescents (RBAs) face unique challenges during resettlement, including adapting to new cultures, languages, and educational systems, while often dealing with pre-migration trauma. These youth need support to navigate educational and career pathways in their host countries. Using asset-based approaches, Teen Response (TR), a community-based program, aims to help newly resettled refugee youth reach their educational and career goals. Objective: This study examines the strategies used by Teen Response (TR) to support RBAs in their educational and career pathways, as perceived by the participants. Method: This research is part of a larger study exploring RBAs' experiences in a community-based program. This paper focuses on the findings from focus group data collected from fifteen RBAs, offering in-depth insights into their experiences and perspectives within a community-based program. Results: Analysis reveals three pivotal themes that significantly shaped the participants' experiences: the learning environment, language competency support, cultural knowledge and skills enhancement in career pathways, and the need for extended support. Additionally, RBAs requested extended time in the program and advocated for all schools in the district to have access to TR. Conclusion: Our findings underscore the importance of community-based support programs responsive to the distinct needs of RBAs and highlight the value of strategies that incorporate youths' voices and perspectives.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477387
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFkllNxM4HX9yvxqSdyjQDwAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLcBHY7WLFAwBh6yyAIBEICBmw0me6rs6dRb-QEoqutoEct_n5F7kA6ZZCt8d61vNm-u-JHtJ9Fdr6oJVnbcnFwIQPOzRnkwAZ4TR1_ClAwXcggiO21jsejDXi86Pp4-dsqZOCKaSw8W9RjZ3xiVqpRy4hyJkE3P3I7pZ27qJGX-JcSxTP1wgWYlG6hb2QvQY7gy67WgESVnfglyCnnFjLxHpjToYygIsgsN7FdA
Text:
  Availability: 1
  Value: <anid>AN0186677923;5jr01aug.25;2025Jul18.03:52;v2.2.500</anid> <title id="AN0186677923-1">In Their Words: Effective Strategies for Supporting Newly Resettled Refugee Background Adolescents in a Community-Based Program </title> <p>Background: Amidst rapid developmental changes, refugee-background adolescents (RBAs) face unique challenges during resettlement, including adapting to new cultures, languages, and educational systems, while often dealing with pre-migration trauma. These youth need support to navigate educational and career pathways in their host countries. Using asset-based approaches, Teen Response (TR), a community-based program, aims to help newly resettled refugee youth reach their educational and career goals. Objective: This study examines the strategies used by Teen Response (TR) to support RBAs in their educational and career pathways, as perceived by the participants. Method: This research is part of a larger study exploring RBAs' experiences in a community-based program. This paper focuses on the findings from focus group data collected from fifteen RBAs, offering in-depth insights into their experiences and perspectives within a community-based program. Results: Analysis reveals three pivotal themes that significantly shaped the participants' experiences: the learning environment, language competency support, cultural knowledge and skills enhancement in career pathways, and the need for extended support. Additionally, RBAs requested extended time in the program and advocated for all schools in the district to have access to TR. Conclusion: Our findings underscore the importance of community-based support programs responsive to the distinct needs of RBAs and highlight the value of strategies that incorporate youths' voices and perspectives.</p> <p>Keywords: Adolescent; Youth; Refugees; Career pathways; Community-based program; Strategies; Medical and Health Sciences Public Health and Health Services</p> <hd id="AN0186677923-2">Introduction</hd> <p>The United States has a long history of receiving refugees and providing resources for their resettlement. Many of these programs operate locally to connect adult refugees with language and social services and help families access medical care and education. Refugee-background adolescents (Shapiro et al., [<reflink idref="bib42" id="ref1">42</reflink>]) are highly affected by the events and stressors specific to their refugee experience (Alharbi, [<reflink idref="bib2" id="ref2">2</reflink>]). However, the needs of refugee youth in schools have been largely neglected (Morrice et al., [<reflink idref="bib35" id="ref3">35</reflink>]). We use the term refugee-background adolescents (RBAs) to acknowledge that refugee is not a permanent identity and to recognize the experience of forced migration and resettlement while emphasizing aspects other than being a refugee (Shapiro et al., [<reflink idref="bib42" id="ref4">42</reflink>]). We believe this word choice leads to an appreciation of individuals' multifaceted identities, challenges stereotypes, and promotes understanding and empathy for these adolescents' hardships.</p> <p>Many studies have explored the needs and experiences of RBAs (Jafari et al., [<reflink idref="bib26" id="ref5">26</reflink>]; Shahimi et al., [<reflink idref="bib41" id="ref6">41</reflink>]). This study contributes to the literature about RBAs in two significant ways. It not only adds to the limited research focusing on the voices and perspectives of RBAs about their experiences in education and career pathways (Daniel & Zybina, [<reflink idref="bib16" id="ref7">16</reflink>]; Roof & McVee, [<reflink idref="bib39" id="ref8">39</reflink>]; Ryu & Tuvilla, [<reflink idref="bib40" id="ref9">40</reflink>]) but also adds to the growing literature on the impact of community-based programs (Bajaj & Suresh, [<reflink idref="bib6" id="ref10">6</reflink>]; Rodriguez, [<reflink idref="bib38" id="ref11">38</reflink>]). In this article, we share how a non-profit refugee organization in a mid-size midwestern urban community collaborated with a large metropolitan school district and community partners to support RBAs seeking education and career opportunities in the U.S. We focus specifically on the community-based strategies used by the program that RBAs perceived as helping them achieve success in their educational and career pathways and the vision for the program's future they proposed.</p> <hd id="AN0186677923-3">Refugee-Background Adolescents (RBAs)</hd> <p>Refugee-background adolescents (RBAs), while navigating the physical, emotional, and cognitive changes of adolescence, often demonstrate resilience despite the added challenges related to pre-migration trauma. Newly resettled RBAs are challenged by a new language, culture, social norms, and resources, and they carry different funds of knowledge (Gonzalez et al., [<reflink idref="bib22" id="ref12">22</reflink>]; Shaw & Funk, [<reflink idref="bib43" id="ref13">43</reflink>]; Wachter et al., [<reflink idref="bib48" id="ref14">48</reflink>]) than their American counterparts. Resettlement challenges, as well as adolescent developmental changes, impact RBAs' learning experiences as they encounter a new set of expectations in terms of cultural knowledge and skills, self-efficacy, pursuit of educational and career pathways, and entrance into the workforce (Alharbi, [<reflink idref="bib2" id="ref15">2</reflink>]; Huang & Miller Marsh, [<reflink idref="bib25" id="ref16">25</reflink>]). Receiving an education is an expectation and high priority for many RBAs and their families (Dryden-Peterson, [<reflink idref="bib18" id="ref17">18</reflink>]; Morrice et al., [<reflink idref="bib35" id="ref18">35</reflink>]). Morrice et al. ([<reflink idref="bib35" id="ref19">35</reflink>]) found that RBAs are motivated to work hard to reach their educational goals as they understand that an investment in education leads to better job options and a higher quality of life.</p> <hd id="AN0186677923-4">Refugee-Background Adolescents (RBAs) and Career Pathways</hd> <p>RBAs face unique challenges that affect their choices as they set goals and seek opportunities for future careers (McNeely et al., [<reflink idref="bib31" id="ref20">31</reflink>]). The psychological stressors of migration and acculturation patterns influence how RBAs know and understand the world and realize new possibilities for their life's path (Ellison et al., [<reflink idref="bib20" id="ref21">20</reflink>]). Yakushko et al. ([<reflink idref="bib49" id="ref22">49</reflink>]) contend it is essential to teach career options, provide career counseling, discuss with refugee-background students how to obtain and keep a job, and create workshops and structured groups to instruct and support RBAs as they pursue post-secondary and work options. Yet, there is a paucity of research focused on educational and career planning program for RBAs (Molla, [<reflink idref="bib34" id="ref23">34</reflink>]; Morrice et al., [<reflink idref="bib35" id="ref24">35</reflink>]).</p> <p>Molla's ([<reflink idref="bib34" id="ref25">34</reflink>]) research on refugee career supports available to African refugees at government schools in Victoria, Australia, found that schools provided transition opportunities to help refugees envision and plan their post-school educational and career trajectories. Career planning, alternative pathways, and employment with community engagement officers were offered to refugee youth, which led to successful transitions into the workforce. However, challenges were also identified that prevented refugees from accessing and benefiting from the provided opportunities. These challenges included school disengagement, high aspirations for schooling and careers not grounded in realistic expectations, parental misunderstandings about qualifications needed for advanced study, and low self-efficacy.</p> <p>It is crucial to have support in place in schools for RBAs to advance successfully through their career and educational pathways. Frequently, mental health services are intertwined with educational and career support. There are many examples of the positive impact of programs offering mental health support to newcomers (Hettich et al., [<reflink idref="bib24" id="ref26">24</reflink>]; Reynolds & Bacon, [<reflink idref="bib37" id="ref27">37</reflink>]; Sullivan & Simonson, [<reflink idref="bib44" id="ref28">44</reflink>]). Hayward's ([<reflink idref="bib23" id="ref29">23</reflink>]) work focuses on pedagogical strategies for healing, which provide classroom interventions for learners who are refugees. She advocates for education to occur in collaborative environments that incorporate aspects of newcomers' lives and culture into the curriculum, help newcomers learn the language of the host country, promote self-esteem and power sharing in the classroom to increase student agency, and to support the formation of strong personal and community relationships.</p> <hd id="AN0186677923-5">Asset-Based Approaches to Educating RBAs</hd> <p>Hayward's ([<reflink idref="bib23" id="ref30">23</reflink>]) work is reflective of the recent shift toward emphasis on an asset-based approach when working with RBAs (Bajaj & Suresh, [<reflink idref="bib6" id="ref31">6</reflink>]; Rodriguez, [<reflink idref="bib38" id="ref32">38</reflink>]). An asset-based approach views individuals' diverse resources and ways of knowing—as well as the social, cultural, and community contexts in which they are immersed—as strengths. As Moinolnolki & Han ([<reflink idref="bib33" id="ref33">33</reflink>]) argue, to better understand the needs, strengths, and aspirations of RBAs, we need to consider their prior learning experiences and cultural/cognitive knowledge. Arvanitis ([<reflink idref="bib3" id="ref34">3</reflink>]) goes a step further to advocate seeking advice from refugee parents, families, and community members on how to best support students and design a curriculum to match the needs of RBAs in transition, which would then be complemented by participatory and inclusive classroom practices. Daniel and Zybina ([<reflink idref="bib16" id="ref35">16</reflink>]) found that RBAs engage in productive collaborative learning strategies in after-school settings but are not given the agency to do so during the day in their classrooms due to strict adherence to school standards and policies. They call for research to focus on how RBAs mediate learning for one another and how educators can capitalize and draw upon RBAs funds of strategies to empower one another.</p> <p>A collaborative and inclusive classroom environment where students feel safe and supported is crucial to help newcomers learn the language of the host country. Past studies have found that language skills are essential for refugees to achieve academic success (Duong et al., [<reflink idref="bib19" id="ref36">19</reflink>]; Hayward, [<reflink idref="bib23" id="ref37">23</reflink>]) and to gain access to employment opportunities (Auer, [<reflink idref="bib4" id="ref38">4</reflink>]; Esser, [<reflink idref="bib21" id="ref39">21</reflink>]). Beißert et al. ([<reflink idref="bib7" id="ref40">7</reflink>]) found that the language skills attained by RBAs made a difference in the amount of social interaction and inclusion in peer groups they experienced in school. Community-based organizations can help foster collaboration, language development, and stronger relationships through targeted programming for RBAs and their families.</p> <hd id="AN0186677923-6">Community-Based Support for RBAs</hd> <p>Bajaj and Suresh's ([<reflink idref="bib6" id="ref41">6</reflink>]) examination of Oakland International High School (OIHS) in California, which describes itself as a "full-service community school" (p. 92) emphasized empowerment and civic engagement as foundational to the program. OIHS embraces a critical transnational curricular approach (Bajaj & Bartlett, [<reflink idref="bib5" id="ref42">5</reflink>], in Bajaj & Suresh, [<reflink idref="bib6" id="ref43">6</reflink>]), which positions multilingualism as an asset, draws on family and community knowledge, and provides opportunities for civic engagement. Family and community members are invited to participate in community walks where educators and administrators learn about the social, cultural, and linguistic resources brought to school by the youth in their care.</p> <p>Rodriguez' ([<reflink idref="bib38" id="ref44">38</reflink>]) three-year study of a library-based program that partnered with a school district to address the needs and enhance the sense of belonging for RBAs emphasized themes of collaboration, civic engagement, and agency. Research findings illustrate that the library became a "hub" for providing a safe space for refugees and immigrants to learn about library-based programs, which led to a sense of belonging, empowerment, and community leadership.</p> <p>The programs highlighted above promote collaboration among families, schools, and community organizations, and position RBAs as individuals who bring valuable resources and knowledge into schools and communities. Additionally, RBAs are viewed as having the potential to construct new knowledge about the social, linguistic, and cultural contexts in which they are now residents. These are important aspects of sociocultural theory.</p> <hd id="AN0186677923-7">Sociocultural Theory</hd> <p>Sociocultural theory is based on the premise that individual learning is a social endeavor and that all learning happens in context (Vygotsky, [<reflink idref="bib47" id="ref45">47</reflink>]). An individual's context reflects the diverse communities in which they are embedded. Sociocultural approaches to learning consider how the influences of other people, places, institutions, materials, and tools shape the cognitive development of individual learners (Leonard, [<reflink idref="bib28" id="ref46">28</reflink>]). RBAs possess many strengths, family supports, and experiences contributing to their strength and resilience (Betancourt & Khan, [<reflink idref="bib8" id="ref47">8</reflink>]; Crooks et al., [<reflink idref="bib14" id="ref48">14</reflink>]). These experiences can be identified and built upon through interactions with members of schools and communities so newcomer youth can flourish in their new locations.</p> <hd id="AN0186677923-8">Teen Response Program</hd> <p>The Teen Response Program (TR) is an example of an asset-based program that views learning as a social venture. TR serves RBAs by combining social, emotional, academic, and career support in a community-based setting. Educators and community members collaborate with students and their families to provide services and learning opportunities that promote academic achievement, well-being, career development, and networking.</p> <p>The Teen Response Program (TR) was piloted in 2018, with the goal of supporting resettled RBAs in navigating their school experience and challenging them to achieve their educational and career goals. Partnered with a midwestern metropolitan school district, the TR inaugural cohort was comprised of high school students, twenty-two (<reflink idref="bib22" id="ref49">22</reflink>) of whom agreed to participate in this study. The support services TR provided to student participants included weekly group programming, after-school tutoring, counseling, and career exposure through interactive learning experiences with members of their urban community. TR challenged students to explore their interests and aspirations, interface with professionals and employers who built upon their assets, and gain awareness of resources for charting their own journey forward.</p> <p>Throughout the school year, 25 guest speakers from various career fields volunteered to discuss their career pathways. Guest speakers introduced and described the professional pathways, preparations, and practices of their fields. Additionally, TR assisted student participants in completing personal development portfolios and collaborated with community members to secure paid summer internships. In 2019, this cohort group had a 100% high school graduation rate, and 100% of the high school seniors were accepted into post-secondary academic institutions (The Refugee Response, [<reflink idref="bib46" id="ref50">46</reflink>]).</p> <p>The program also involved parents to help school and community members understand aspects of newcomer families and foster knowledge about the US school system and educational pathways, as well as awareness of the challenges and opportunities their children may face in society. The goal was to help the school learn about students from their families and help parents gain confidence in their ability to connect with their children in discussions centered around student experiences and educational pathways in their new country. The program offered home visits, a parent group, and individual meetings in which students' personal development portfolios were discussed. While family involvement is an important part of TR, for this paper's purposes, we focus only on student experiences.</p> <hd id="AN0186677923-9">Method</hd> <p>This paper is part of a larger inquiry that examines adolescent students' experiences and their growth in a pilot community-based support program, Teen Response (TR), for resettled RBA high school students. The larger project from which this study is derived employs a mixed-methods approach, a QUAL (qualitative)-QUANT (quantitative) design, with the qualitative data taking precedence over the quantitative (Creswell & Plano Clark, [<reflink idref="bib12" id="ref51">12</reflink>]). This design was chosen to increase the depth of understanding and expand and strengthen the research findings (Tashakkori & Creswell, [<reflink idref="bib45" id="ref52">45</reflink>]).</p> <p>While the broader project incorporates both surveys and focus groups, this paper specifically focuses on the rich qualitative data from the focus groups, highlighting a notable trend that emerged from those discussions (Levitt et al., [<reflink idref="bib29" id="ref53">29</reflink>]). Participants consistently said the teaching strategies used by TR were essential to their success. In this article, we examine the strategies TR employed to support the participants' educational and career pathways. The insights into teaching strategies drawn from the focus group discussions are critical to eliciting in-depth views and can reveal unexpected but important findings (Krueger & Casey, [<reflink idref="bib27" id="ref54">27</reflink>]).</p> <hd id="AN0186677923-10">Participants</hd> <p>This study involved 22 RBAs who participated in TR. Recruitment of participants was conducted using two methods. Initially, the majority were recruited by the researchers during a parent meeting at the beginning of the program. To reach those unable to attend the meeting, recruitment flyers were sent home with RBAs for their parents' consideration. No incentives were offered for participation in this study. Parental Consent Forms were collected from all participants' parents or custodians, ensuring ethical standards were upheld throughout the research process. In total, twenty-two participants agreed to participate. Due to scheduling conflicts, fifteen (<reflink idref="bib15" id="ref55">15</reflink>) attended and participated in the focus groups. The variation in participation numbers is attributed to the challenges of coordinating schedules among a diverse group of RBAs.</p> <p>In the initial demographic survey completed by the twenty-two participants, a significant majority, approximately 86% of the TR program participants reported having lived in the United States for three or fewer years, with the same proportion having spent three or fewer years in US schools. All students' families had five or more children. Most of the families had $25,000 or lower family annual income (82%) and observed the Muslim faith (86%). As to their ethnic background, approximately 57% of the families were of Syrian/Iraqi descent, followed by Sudanese (18%), Congolese (15%), Somali (5%), and Afghan (5%). Table 1 shows the demographics of the TR participants and their families.</p> <p>Table 1 Program participant demographics</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Years in the US</p></th><th align="left"><p>Frequency</p></th><th align="left"><p>Percent</p></th></tr></thead><tbody><tr><td align="left"><p>2 years</p></td><td align="left"><p>13</p></td><td align="left"><p>59.10%</p></td></tr><tr><td align="left"><p>3 years</p></td><td align="left"><p>6</p></td><td align="left"><p>27.30%</p></td></tr><tr><td align="left"><p>4 years and above</p></td><td align="left"><p>3</p></td><td align="left"><p>13.60%</p></td></tr></tbody></table> </ephtml> </p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Household Information</p></th><th align="left"><p>Frequency</p></th><th align="left"><p>Percent</p></th></tr></thead><tbody><tr><td align="left"><p>5 children</p></td><td align="left"><p>5</p></td><td align="left"><p>22.70%</p></td></tr><tr><td align="left"><p>6 children</p></td><td align="left"><p>3</p></td><td align="left"><p>13.60%</p></td></tr><tr><td align="left"><p>7 children</p></td><td align="left"><p>3</p></td><td align="left"><p>13.60%</p></td></tr><tr><td align="left"><p>9 children</p></td><td align="left"><p>8</p></td><td align="left"><p>36.40%</p></td></tr><tr><td align="left"><p>10 children</p></td><td align="left"><p>3</p></td><td align="left"><p>13.60%</p></td></tr></tbody></table> </ephtml> </p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Family Annual Income</p></th><th align="left"><p>Frequency</p></th><th align="left"><p>Percent</p></th></tr></thead><tbody><tr><td align="left"><p>$25,000 or lower</p></td><td align="left"><p>18</p></td><td align="left"><p>81.80%</p></td></tr><tr><td align="left"><p>$25,000 or higher</p></td><td align="left"><p>4</p></td><td align="left"><p>18.20%</p></td></tr></tbody></table> </ephtml> </p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Religion</p></th><th align="left"><p>Frequency</p></th><th align="left"><p>Percent</p></th></tr></thead><tbody><tr><td align="left"><p>Muslim faith</p></td><td align="left"><p>19</p></td><td align="left"><p>86.40%</p></td></tr><tr><td align="left"><p>Christian faith</p></td><td align="left"><p>3</p></td><td align="left"><p>13.60%</p></td></tr></tbody></table> </ephtml> </p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Ethnicity</p></th><th align="left"><p>Frequency</p></th><th align="left"><p>Percent</p></th></tr></thead><tbody><tr><td align="left"><p>Syrian/Iraqi</p></td><td align="left"><p>13</p></td><td align="left"><p>57%</p></td></tr><tr><td align="left"><p>Sudanese</p></td><td align="left"><p>4</p></td><td align="left"><p>18%</p></td></tr><tr><td align="left"><p>Congolese</p></td><td align="left"><p>3</p></td><td align="left"><p>15%</p></td></tr><tr><td align="left"><p>Somali</p></td><td align="left"><p>1</p></td><td align="left"><p>5%</p></td></tr><tr><td align="left"><p>Afghan</p></td><td align="left"><p>1</p></td><td align="left"><p>5%</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0186677923-11">Data Collection</hd> <p>Data collection tools included focus groups and the Teen Response Program Student Survey (TRPSS). Although our main emphasis is on insights from the qualitative tool, we provide a concise overview of the quantitative survey tool. This overview aims to contextualize our primary focus on focus groups and offer an overall understanding of our methodological framework.</p> <hd id="AN0186677923-12">Focus Groups</hd> <p>Focus groups were utilized because they foster openness and collaborative feedback regarding participants' perceptions and experiences. Questions paralleled those on the surveys and elaborated upon them. Fifteen students participated in four focus groups. Each focus group met for an average time of 1.5–2 h. All focus groups were audio-recorded and transcribed. All names listed are pseudonyms. Focus group questions included the following examples:</p> <p></p> <ulist> <item> Program highlights: What do you like about this program?</item> <p></p> <item> Learning experiences: One thing you've learned from the program that you didn't know before.</item> <p></p> <item> Did you learn more about yourself after attending TR? What did you learn? How did TR help?</item> <p></p> <item> What's your future plan (short-term, long-term)?</item> <p></p> <item> When you have questions at school, what do you do? To whom do you go?</item> <p></p> <item> When you have questions about things other than school (e.g. home, work, etc.), what do you do? To whom do you go?</item> <p></p> <item> Educational and career pathways (25 guest speaker session experiences): Which one stood out the most? Why? Did you find it helpful? In what way?</item> <p></p> <item> Did you notice any changes in yourself or others after attending the TR program?</item> <p></p> <item> What is one thing you would like to see change about this program?</item> </ulist> <p>During the focus groups, snacks were provided to create a welcoming environment. Sessions began with self-introductions, fostering familiarity. Ground rules included taking turns speaking and allowing participants to add to their thoughts. Participants were encouraged to clarify questions and contribute additional ideas, promoting open dialogue.</p> <hd id="AN0186677923-13">Survey Design</hd> <p>The Teen Response Program Student Survey (TRPSS) was utilized to gain a baseline understanding of their experiences and perspectives and collect statistical data to complement the open-ended focus group format. The survey consisted of a five-point Likert scale. The TRPSS included a total of 17 items addressing school engagement, self-efficacy, self-advocacy, and knowledge of career pathways were included. Twenty-two students completed the survey. TRPSS was administered during the program's final month. Survey data was quantitatively analyzed, and descriptive statistics were compiled.</p> <hd id="AN0186677923-14">Data Analysis</hd> <p>We used inductive content analysis, coding notes, classification of the coding, and identification of patterns, categories, and themes (Patton, [<reflink idref="bib36" id="ref56">36</reflink>]). Intercoder reliability was established by the two researchers coding individually and then coming together to discuss discrepancies and establish agreed upon themes as a form of triangulation (Creswell & Poth, [<reflink idref="bib13" id="ref57">13</reflink>]). An online qualitative analysis application, Dedoose, was used to organize the analyzed texts relating to each code.</p> <p>We employed several strategies to enhance trustworthiness, focusing on credibility, transferability, and confirmability. Credibility was ensured through multiple focus groups, where consistent questioning facilitated a comprehensive understanding of the phenomenon (Creswell & Miller, [<reflink idref="bib11" id="ref58">11</reflink>]). To strengthen transferability, we provided detailed demographic information and used direct participant quotes for deeper insights (Lincoln & Guba, [<reflink idref="bib30" id="ref59">30</reflink>]). Confirmability was addressed by engaging in reflexivity, with researchers documenting biases and assumptions while conducting regular collaborative data reviews (Creswell & Miller, [<reflink idref="bib11" id="ref60">11</reflink>]). Both researchers kept memos of their coding reflections and held weekly meetings to discuss their analyses and interpretations.</p> <p>The first author, a Taiwanese American immigrant, offers valuable insights into the cultural adjustment and educational experiences of diverse RBAs, while remaining mindful of the significant differences between her journey and the refugees' trauma and resettlement experiences. The second author, a White, English-speaking female with over thirty years of experience in education, practices narrative humility to address biases. She carefully examines her assumptions and acknowledges her limited understanding of experiences shaped by oppression or sociopolitical barriers (DasGupta, [<reflink idref="bib17" id="ref61">17</reflink>]). Both researchers, aware of the potential power dynamics due to their professional status and age, are committed to minimizing these effects. They strive to foster an environment of mutual respect and empathy, ensuring that the students' voices are genuinely reflected in the findings. Continuous self-reflection and peer critique are central to their approach, helping to ensure that their results are not impacted by preconceived notions (Chammas, [<reflink idref="bib10" id="ref62">10</reflink>]).</p> <p>Through thematic analysis, Program Strategies were an overarching theme that emerged from the focus groups. The participants illuminated the significance of the strategies used in shaping their experiences and outcomes in the program. Program Strategies was not an area explicitly addressed in the original part of the survey design items we had prepared. It was the qualitative data collected from focus groups that illuminated this unanticipated but crucial aspect (Levitt et al., [<reflink idref="bib29" id="ref63">29</reflink>]).</p> <hd id="AN0186677923-15">Findings</hd> <p>The student focus group data suggested that the TR program used several effective strategies to foster students' learning engagement, strengthen their self-efficacy, and develop their career pathways. Three predominant strategies emerged from the data: (<reflink idref="bib1" id="ref64">1</reflink>) creating a safe and supportive learning environment, (<reflink idref="bib2" id="ref65">2</reflink>) fostering students' language competency, and (<reflink idref="bib3" id="ref66">3</reflink>) building students' cultural knowledge and skills in career pathways. Additionally, a fourth theme emerged, the need for extended support beyond the 1-year program in TR. These critical strategies and the desire for extended support are discussed in detail in the following sections.</p> <hd id="AN0186677923-16">Creating a Safe and Supportive Learning Environment</hd> <p>The TR program created an atmosphere that was safe, positive, and supportive as indicated by the RBAs. The relationships established between program staff and students was one of the most essential ingredients in shaping the caring community. 93% of participants emphasized the significance of relationships during the focus group sessions. Students provided specific examples of support from TR staff. For example, several participants highlighted the importance of verbal encouragement:This program makes me and my sister and brother be stronger. Miss E tells us always to try, not to give up, not to be scared.I just did a presentation in Spanish class and I was real nervous and Miss E said don't care about anyone, just do what you want. And the project went well and I didn't shake and I felt comfortable with it.</p> <p>Students also provided examples of the nonverbal behavioral support the program staff provided, such as "smiling; happy to see us; gave us hugs." Those gestures had a positive impact.</p> <p>The relationships between program staff and students were so strong that one-third of the students described their relationships with program staff and their TR peers as family. "If you saw what Miss E does for me and my sister and brother, you would think she is part of our family," said one student. Another student pointed out, "[Staff] told me we are like family. You don't need to be scared or shy. That stayed in my mind. This is my second family." It was evident that students felt safe and trusted by the program staff.</p> <p>The program created a caring community of learners who supported each other, fostering their self-efficacy. Students described how they felt about the peer support: "All of us want to know about each other and they always have time for you." Another student stated,I was shaking to do a presentation because I didn't know English well and I mix up the words. Then I came here, and I feel confident. No one laughs at each other because we're all learning English. After my presentation, everyone clapped for me.</p> <p>The collaborative and inclusive environment allowed students to focus on building their English and cultural competency without constantly worrying about the judgement of others.</p> <hd id="AN0186677923-17">Fostering Language Competency</hd> <p>87% of participants reported significant improvements in their English skills after attending the program, including speaking, listening, and comprehension. Some indicated that they could engage in communication exchanges with others and discussion in class. Additionally, students learned new vocabulary and speaking skills while in the program. One student shared about her growth in communication and comprehension after attending the TR program, "Before, I did not know what people were talking about. I was scared. I did not know what to say. Now I understand what they're talking about, and I try to speak." Another student noticed the impact on her daily life through her English language improvement,It was always hard to go to a shop and buy something because I don't know English and I don't know how to say something. I don't know how much I should pay. But now I see the changes in English language. I could go out and buy something.</p> <p>Further evidence of language proficiency was seen when comparing students' average scores on the Ohio English Language Proficiency Assessment (OELPA) between spring of 2018 and spring of 2019. Every student showed improved scores in all areas, including listening, reading, speaking, writing, and composite performance (Teen Response, 2019). These improvements are in alignment with the student respondents' reporting regarding their English proficiency level.</p> <hd id="AN0186677923-18">Building Cultural Knowledge and Skills in Career Pathways</hd> <p>Twenty-five community professionals from various career fields volunteered to introduce their professions and discuss their career pathways with students in TR. Based on the survey, 90% of the students found the sessions very helpful. As one student said,Before Teen Response, I didn't know anything about being a lawyer. When the lawyers came, they talked about what it's like to be a lawyer and the exams, the challenge. I didn't know that there are different types of lawyers. I learned a lot about it and then I know I want to be a lawyer.</p> <p>The guest speaker sessions helped students understand the necessary steps toward specific careers as students and community members began building relationships. These relationships moved beyond discussions that took place at the school and out into the workplace, where community professionals provided relevant career knowledge and skills on-site. One student explained, "I've met with people, important people.... We learned that we need to meet with the manager. We learned about the questions they will ask us." These understandings motivated and assisted these teenagers in developing a Personal Development Plan (PDP) for their future career pathways.</p> <p>Additionally, school and community members fostered students' capacities in career relevant fundamental skills, such as resume writing, interviewing, professional behavior, etc. The program offered mock interview sessions for students to practice interview skills and prepare them for future interview opportunities. The TR program also connected students with job opportunities. This is evident in the focus group excerpt below:Miss E helped me get an interview at Burger King. Before I would not have known what to say but we practiced interviewing. And then when I went for the interview, I was not as nervous and I knew what to say and I knew what to do.</p> <p>Being taught how to effectively communicate with professionals and having opportunities to engage in conversation were essential to student growth in the program. Searching for a summer internship, a student independently contacted one of the participating professional's law firm to inquire about summer job opportunities. This interaction would not have been likely to occur without the TR program's fostering of school-community relationships and the subsequent development of self-efficacy and self-advocacy concerning career goals.</p> <p>Based on the data collected, it was clear that student participants spoke highly of the TR program and noted its impact. They indicated that the program helped them stay engaged in school and fostered their cultural knowledge and skills in language, social interactions, and education and career pathways. The students' overwhelming support for the TR program, with 95% of the survey participants indicating they would recommend the program to others and 100% of the students expressing a strong desire for it to be made available in other schools across the district, is a testament to their belief in its effectiveness.</p> <hd id="AN0186677923-19">The Need for Extended Support</hd> <p>The fourth theme, the need for extended support, was mentioned by 100% of the participants. The RBAs proposed a vision for the program's future, including its expansion to incoming ninth graders and extending support services to continue building rapport, and strengthening their communication and networking tools. In terms of extending support services to other schools, one student said,There are refugee people at other schools, but there is no Teen Response. There should be a place that we can all be together. We could help them because we know how they feel...because we have a lot of experiences from this program.</p> <p>While advocating for additional years in the program for themselves, RBAs discussed how they could simultaneously mentor newcomers. One student said, "I see my changes in English language. I want to help people. Now I know English, and I speak two languages. I could help others." Another student talked about providing advice on future pathways. She said, "I will tell people they have to focus on their future, their education, and start planning your life." Other suggestions for the future of TR provided by the RBAs included providing translators for those with low English proficiency and more detailed college entrance information, such as admission requirements, the application process, financial aid, and scholarship availability for their educational advancement.</p> <hd id="AN0186677923-20">Discussion</hd> <p>From a sociocultural perspective, learning is perceived as a social process mediated and sustained through language and interaction with others (Vygotsky, [<reflink idref="bib47" id="ref67">47</reflink>]). Asset-based programs grounded in sociocultural theory emphasize the individual and collective resources, skills, and strengths individuals bring to school and utilize these as the starting points for learning and engagement (Mein, [<reflink idref="bib32" id="ref68">32</reflink>]). TR is an assets-based program that built upon student strengths in a supportive learning environment, paired students with more knowledgeable teachers and community members who helped the newcomers develop their English language skills and mainstream cultural knowledge, as well as skills for their academic and career success.</p> <p>Program participants emphasized how the importance of relationships with program staff underscores the critical role of relationship-building in fostering a safe and supportive environment for students. While students highlighted the emotional support they received, they also discussed how relationships with program staff fostered a broader sense of belonging and academic support. These findings align with Crosnoe et al.'s ([<reflink idref="bib15" id="ref69">15</reflink>]) work, which contends that students who feel connected to their school and have trusting relationships with educators are more likely to achieve academic and social success. The emotional safety provided by these relationships created a secure and supportive environment essential for effective learning. Peer interactions reinforced this environment by creating a nonjudgmental space where students could learn, make mistakes, and grow together. These strong relationships with peers helped students feel supported, encouraging deeper engagement in the learning process. This is consistent with the findings of Daniel and Zybina ([<reflink idref="bib16" id="ref70">16</reflink>]), who found that RBAs engage in productive collaborative learning strategies in after-school programs that they are unable to draw upon during the school day. These supportive relationships extended beyond peers and TR staff to include community members who were also invested in the students' success.</p> <p>Vygotsky ([<reflink idref="bib47" id="ref71">47</reflink>]) argues that learning occurs through collaboration with those more skilled in a particular area and is influenced by culture. Diverse cultures bring diverse ways of understanding, thinking, and learning into the classroom, which educators must consider when creating learning environments. The TR staff planned and promoted collaborative learning experiences with community experts acting as mentors to organize discussions and activities that would immerse students in the language and life of their host community. All students were encouraged to engage with the community professionals in the program setting, and some of these relationships extended beyond TR. Consistent with Molla's ([<reflink idref="bib34" id="ref72">34</reflink>]) findings, the interactive, collaborative process, which involved community professionals, helped expand RBAs' career-related knowledge and skills and, in some cases, served as a gateway into the local job market.</p> <p>Focus group discussions revealed that students desired support from adults and peers that extended beyond the one-year time period designated for the pilot program. A four-year program, serving RBAs from 9th through 12th grade is recommended. Students would benefit from a more gradual reduction of support as the responsibility of navigating educational and career pathways shifts from school personnel to RBAs themselves. As Vygotsky ([<reflink idref="bib47" id="ref73">47</reflink>]) argues, the level of support must be gradually withdrawn from learners until they have developed a particular skill in working with others and can support themselves without assistance.</p> <p>Summer services could focus on supporting students' summer job engagement while also offering opportunities to build rapport with peers and staff, and to gain knowledge and skills pertinent to entering a new year in high school. Further, research on language competency (Beißert et al., [<reflink idref="bib7" id="ref74">7</reflink>]) has shown that newcomers who are more proficient in the host language have more frequent social interactions, which positively impact their ability to join peer groups. Having a full summer to interact with other students and adults would give newcomers the confidence to build a strong sense of belonging and community in the new school environment at the start of the academic year.</p> <p>Further, as the RBAs suggested, we envision second-year participants assuming the role of mentors, the more skilled others (Vygotsky, [<reflink idref="bib47" id="ref75">47</reflink>]), for incoming first-year students with additional opportunities to apply the skills and knowledge they have acquired during their first-year experience in TR. Together, these students can create a safe and supportive space to share the strengths they bring to the TR program and learn the cultural knowledge shared by those in their host country at their own pace.</p> <hd id="AN0186677923-21">Limitations</hd> <p>There were limitations to each data collection component of this study. During the focus groups, two participants required translations into Arabic and Swahili, which their peers provided. This could have introduced biases and inaccuracies in translation accuracy and peer influence. Peer translators may not have captured the true meanings or intentions of the responses, and their presence might have inhibited some students from fully expressing their views. Future research should employ professional translators to enhance the reliability of the results. Additionally, students selected their focus groups, potentially influenced by friendships, leading to social pressure that could skew the results. One-on-one interviews are suggested for future studies to reduce the influence of social desirability bias, where participants might withhold information in a group setting (Adler et al., [<reflink idref="bib1" id="ref76">1</reflink>]; Brown & Larson, [<reflink idref="bib9" id="ref77">9</reflink>]). Despite these limitations, the research offers valuable insights into the experiences of RBAs in community-based programs.</p> <hd id="AN0186677923-22">Conclusion</hd> <p>There is a pressing need for more attention to be paid to listening to RBAs to incorporate their voices into program design and development, specifically considering effective community-based program strategies as perceived by RBAs. Drawn from youth focus group discussions, the current study addressed these two gaps in the literature. The results add weight to the growing consensus that asset-based, community-based approaches effectively foster educational and career success for newcomer youth.</p> <hd id="AN0186677923-23">Acknowledgements</hd> <p>This study was funded by The George Gund Foundation via Community Solutions JoAnn & Robert Glick Family Fund. We would like to thank all the students and families who participated in this inquiry. Thanks to the Refugee Response leadership team, including Patrick Kearns, Naila Paul, and Emma Vogel for your efforts to support these adolescents in the Teen Response program. We are grateful for Elizabeth Taylor and Vickie Ritzinger for their contribution during the research process. We appreciate the anonymous reviewers and editors for their feedback and comments.</p> <hd id="AN0186677923-24">Declarations</hd> <p></p> <hd id="AN0186677923-25">Ethical Approval</hd> <p>IRB approval was received. This study followed the ethical standards of the institutional and national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.</p> <hd id="AN0186677923-26">Informed Consent</hd> <p>Informed consent was obtained from all participants included in this study.</p> <hd id="AN0186677923-27">Conflict of Interest</hd> <p>The authors declare no conflict of interest.</p> <hd id="AN0186677923-28">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0186677923-29"> <title> References </title> <blist> <bibl id="bib1" idref="ref64" type="bt">1</bibl> <bibtext> Adler K, Salanterä S, Zumstein-Shaha M. Focus group interviews in child, youth, and parent research: An integrative literature review. International Journal of Qualitative Methods. 2019; 18: 1609406919887274. 10.1177/1609406919887274</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Alharbi, B. H. (2018). Psychological security and self-efficacy among Syrian refugee students' inside and outside the camps. Journal of International Education Research, 13, 59–68. https://doi.org/10.19030/jier.v13i2.10101</bibtext> </blist> <blist> <bibl id="bib3" idref="ref34" type="bt">3</bibl> <bibtext> Arvanitis E. Educating 'others': Drawing on the collective wisdom of intercultural experts. British Educational Research Journal. 2021; 47; 4: 922-941</bibtext> </blist> <blist> <bibl id="bib4" idref="ref38" type="bt">4</bibl> <bibtext> Auer D. Language roulette – The effect of random placement on refugees' labour market integration. Journal of Ethnic and Migration Studies. 2018; 44; 3: 341-362. 10.1080/1369183X.2017.1304208</bibtext> </blist> <blist> <bibl id="bib5" idref="ref42" type="bt">5</bibl> <bibtext> Bajaj, M, & Bartlett, L. (2017). Critical transnational curriculum for immigrant and refugee students. Curriculum Inquiry, 47(1), 25–35.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref10" type="bt">6</bibl> <bibtext> Bajaj M, Suresh S. The 'warm embrace' of a newcomer school for immigrant & refugee youth. Theory into Practice. 2018; 57; 2: 91-98. 10.1080/00405841.2018.1425815</bibtext> </blist> <blist> <bibl id="bib7" idref="ref40" type="bt">7</bibl> <bibtext> Beißert, H, Gönöltaş, S, & Mulvey, K. L. (2020). Social inclusion of refugee and native peers among adolescents: It is the language that matters! Journal of Research on Adolescence, 30(1), 219–233.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref47" type="bt">8</bibl> <bibtext> Betancourt, T. S, & Khan, K. T. (2008). The mental health of children affected by armed conflict: Protective processes and pathways to resilience. International Review of Psychiatry, 20(3), 317–328.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref77" type="bt">9</bibl> <bibtext> Brown, B. B, & Larson, J. (2009). Peer relationships in adolescence. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology: Contextual influences on adolescent development (pp. 74–103). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470479193.adlpsy002004</bibtext> </blist> <blist> <bibtext> Chammas, G. (2020). The insider-researcher status: A challenge for social work practice research. The Qualitative Report, 25(2), 537–552.</bibtext> </blist> <blist> <bibtext> Creswell, J. W, & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130.</bibtext> </blist> <blist> <bibtext> Creswell, J. W, & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage.</bibtext> </blist> <blist> <bibtext> Creswell, J. W, & Poth, C. N. (2018). Qualitative inquiry: Choosing among the five approaches (4th ed.). Sage.</bibtext> </blist> <blist> <bibtext> Crooks CV, Kubishyn N, Syeda MM, Dare L. The STRONG resiliency program for newcomer youth: A mixed-methods exploration of youth experiences and impacts. International Journal of School Social Work. 2020; 5; 2: 1-22. 10.4148/2161-4148.1059</bibtext> </blist> <blist> <bibtext> Crosnoe R, Johnson MK, Elder GH. Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education. 2004; 77; 1: 60-81. 10.1177/003804070407700103</bibtext> </blist> <blist> <bibtext> Daniel SM, Zybina M. Resettled refugee teens' perspectives: Identifying a need to centralize youths' funds of strategies in future efforts to enact culturally responsive pedagogy. The Urban Review. 2019; 51: 345-368</bibtext> </blist> <blist> <bibtext> DasGupta, S. (2008). Narrative humility. The Lancet, 371(9617), 980–981.</bibtext> </blist> <blist> <bibtext> Dryden-Peterson S. Refugee education: Education for an unknowable future. Curriculum Inquiry. 2017; 47; 1: 14-24. 10.1080/03626784.2016.1255935</bibtext> </blist> <blist> <bibtext> Duong MT, Badaly D, Liu FF, Schwartz D, McCarty CA. Generational differences in academic achievement among immigrant youths. Review of Educational Research. 2016; 86; 1: 3-41. 10.3102/0034654315577680</bibtext> </blist> <blist> <bibtext> Ellison NB, Wohn Y, Greenhow CM. Adolescents' visions of their future careers, educational plans, and life pathways: The role of bridging and bonding social capital experiences. Journal of Social and Personal Relationships. 2014; 31; 4: 516-534. 10.1177/0265407514523546</bibtext> </blist> <blist> <bibtext> Esser, H. (2006). Migration, sprache und integration [Migration, language and integration]. AKI-Forschungsbilanz 4. Wissenschaftszentrum Berlin für Sozialforschung (WZB).</bibtext> </blist> <blist> <bibtext> Gonzalez, N, Moll, L. C, & Amanti, C. (Eds.). (2005). Funds of knowledge. Routledge Member of the Taylor and Francis Group.</bibtext> </blist> <blist> <bibtext> Hayward M. Teaching as a primary therapeutic intervention for learners from refugee backgrounds. Intercultural Education. 2017; 28; 2: 165-181. 10.1080/14675986.2017.1294391</bibtext> </blist> <blist> <bibtext> Hettich N, Seidel A, Stuhrmann LY. Psychosocial interventions for newly arrived adolescent refugees: A systematic review. Adolescent Research Review. 2020; 5: 99-114. 10.1007/s40894-020-00134-1</bibtext> </blist> <blist> <bibtext> Huang GHC, Miller Marsh M. Fostering newly resettled refugee-background adolescents' self-efficacy and advocacy in a community-based youth program. Journal for Multicultural Education. 2024. 10.1108/JME-04-2024-0047</bibtext> </blist> <blist> <bibtext> Jafari H, Kassan A, Reay G, Climie EA. Resilience in refugee children and youth: A critical literature review. Canadian Psychology/Psychologie canadienne. 2022; 63; 4: 678</bibtext> </blist> <blist> <bibtext> Krueger, R. A, & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Sage.</bibtext> </blist> <blist> <bibtext> Leonard, D. C. (2002). Learning theories, A to Z. Greenwood.</bibtext> </blist> <blist> <bibtext> Levitt, H, Bamberg, M, Creswell, J, Frost, D, Josselson, R, & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. The American Psychologist, 73(1), 26–46. https://consensus.app/papers/journal-article-reporting-standards-methods-research-levitt/bdac1984b19e528a82fb1c66deb302e1/?utm_source=chatgpt</bibtext> </blist> <blist> <bibtext> Lincoln, Y. S, & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75). Sage.</bibtext> </blist> <blist> <bibtext> McNeely CA, Morland L, Doty B, Meschke LL, Awad S, Husain A, Nashwan A. How schools can promote healthy development for newly arrived immigrant and refugee adolescents: Research priorities. Journal of School Health. 2017; 87; 2: 121-132. 10.1111/josh.12481. 28076923</bibtext> </blist> <blist> <bibtext> Mein, E. L. (2018). Asset-based teaching and learning with diverse learners in postsecondary settings. Departmental Technical Reports (CS), (1271). https://scholarworks.utep.edu/cs_techrep/1271</bibtext> </blist> <blist> <bibtext> Moinolnolki, N, & Han, M. (2017). No child left behind: What about refugees? Childhood Education, 93(1), 3–9.</bibtext> </blist> <blist> <bibtext> Molla T. Preparing African students with refugee backgrounds for transition: School practices. Australian Journal of Education. 2022; 66; 1: 5-25. 10.1177/00049441211073350</bibtext> </blist> <blist> <bibtext> Morrice L, Tip LK, Brown R, Collyer M. Resettled refugee youth and education: Aspiration and reality. Journal of Youth Studies. 2019; 23; 3: 388-405. 10.1080/13676261.2019.1612047</bibtext> </blist> <blist> <bibtext> Patton, M. Q. (2017). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage.</bibtext> </blist> <blist> <bibtext> Reynolds AD, Bacon R. Interventions supporting the social integration of refugee children and youth in school communities: A review of the literature. Advances in Social Work. 2018; 18; 3: 745-766. 10.18060/21664</bibtext> </blist> <blist> <bibtext> Rodriguez S. We're building the community; it's a hub for democracy.': Lessons learned from a library-based, school-district partnership and program to increase belonging for newcomer immigrant and refugee youth. Children and Youth Services Review. 2019; 102: 135-144. 10.1016/j.childyouth.2019.04.025</bibtext> </blist> <blist> <bibtext> Roof, L, & McVee, M. B. (2020). The experiences of refugee youth from Burma in an American high school: Countering deficit-based narratives through student voice. Routledge.</bibtext> </blist> <blist> <bibtext> Ryu M, Tuvilla MRS. Resettled refugee youths' stories of migration, schooling, and future: Challenging dominant narratives about refugees. The Urban Review. 2018; 50; 4: 539-558</bibtext> </blist> <blist> <bibtext> Shahimi, F, Block, K, & Alisic, E. (2024). Sense of identity among young people with refugee backgrounds: A scoping review. Children and Youth Services Review, 157, 107378.</bibtext> </blist> <blist> <bibtext> Shapiro, S, Farrelly, R, & Curry, M. J. (2018). Educating refugee-background students. Critical issues and dynamic contexts. Multilingual Matters.</bibtext> </blist> <blist> <bibtext> Shaw SA, Funk M. A systematic review of social service programs serving refugees. Research on Social Work Practice. 2019; 29; 8: 847-862. 10.1177/1049731518824405</bibtext> </blist> <blist> <bibtext> Sullivan AL, Simonson GR. A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of Educational Research. 2016; 86; 2: 503-530. 10.3102/0034654315609419</bibtext> </blist> <blist> <bibtext> Tashakkori A, Creswell J. The new era of mixed methods. Journal of Mixed Methods Research. 2007; 1: 3-7</bibtext> </blist> <blist> <bibtext> The Refugee Response. (2019). The refugee response 2019 organizational report. https://<ulink href="http://www.refugeeresponse.org/%5ffiles/ugd/76d13a%5fcd7745022f00438a8a658a031cc70777.pdf">www.refugeeresponse.org/%5ffiles/ugd/76d13a%5fcd7745022f00438a8a658a031cc70777.pdf</ulink></bibtext> </blist> <blist> <bibtext> Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.</bibtext> </blist> <blist> <bibtext> Wachter K, Heffron LC, Snyder S, Nsonwu MB, Busch-Armendariz NB. Unsettled integration: Pre- and post-migration factors in Congolese refugee women's resettlement experiences in the United States. International Social Work. 2016; 59; 6: 875-889. 10.1177/0020872815580049</bibtext> </blist> <blist> <bibtext> Yakushko O, Backhaus A, Watson M, Ngaruiya K, Gonzalez J. Career development concerns of recent immigrants and refugees. Journal of Career Development. 2008; 34; 4: 362-396. 10.1177/0894845308316292</bibtext> </blist> </ref> <aug> <p>By Grace H. C. Huang; Monica Miller Marsh and Naila Asad Paul</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib42" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib35" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib26" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib41" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib16" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib39" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib40" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib38" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib22" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib43" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib48" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib25" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib18" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib31" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib20" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib49" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib34" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib24" firstref="ref26"></nolink> <nolink nlid="nl19" bibid="bib37" firstref="ref27"></nolink> <nolink nlid="nl20" bibid="bib44" firstref="ref28"></nolink> <nolink nlid="nl21" bibid="bib23" firstref="ref29"></nolink> <nolink nlid="nl22" bibid="bib33" firstref="ref33"></nolink> <nolink nlid="nl23" bibid="bib19" firstref="ref36"></nolink> <nolink nlid="nl24" bibid="bib21" firstref="ref39"></nolink> <nolink nlid="nl25" bibid="bib47" firstref="ref45"></nolink> <nolink nlid="nl26" bibid="bib28" firstref="ref46"></nolink> <nolink nlid="nl27" bibid="bib14" firstref="ref48"></nolink> <nolink nlid="nl28" bibid="bib46" firstref="ref50"></nolink> <nolink nlid="nl29" bibid="bib12" firstref="ref51"></nolink> <nolink nlid="nl30" bibid="bib45" firstref="ref52"></nolink> <nolink nlid="nl31" bibid="bib29" firstref="ref53"></nolink> <nolink nlid="nl32" bibid="bib27" firstref="ref54"></nolink> <nolink nlid="nl33" bibid="bib15" firstref="ref55"></nolink> <nolink nlid="nl34" bibid="bib36" firstref="ref56"></nolink> <nolink nlid="nl35" bibid="bib13" firstref="ref57"></nolink> <nolink nlid="nl36" bibid="bib11" firstref="ref58"></nolink> <nolink nlid="nl37" bibid="bib30" firstref="ref59"></nolink> <nolink nlid="nl38" bibid="bib17" firstref="ref61"></nolink> <nolink nlid="nl39" bibid="bib10" firstref="ref62"></nolink> <nolink nlid="nl40" bibid="bib32" firstref="ref68"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1477387
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: In Their Words: Effective Strategies for Supporting Newly Resettled Refugee Background Adolescents in a Community-Based Program
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Grace+H%2E+C%2E+Huang%22">Grace H. C. Huang</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6694-2442">0000-0002-6694-2442</externalLink>)<br /><searchLink fieldCode="AR" term="%22Monica+Miller+Marsh%22">Monica Miller Marsh</searchLink><br /><searchLink fieldCode="AR" term="%22Naila+Asad+Paul%22">Naila Asad Paul</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Child+%26+Youth+Care+Forum%22"><i>Child & Youth Care Forum</i></searchLink>. 2025 54(4):983-998.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Land+Settlement%22">Land Settlement</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Programs%22">Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Competence%22">Linguistic Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Pathways%22">Career Pathways</searchLink><br /><searchLink fieldCode="DE" term="%22Youth+Programs%22">Youth Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10566-024-09848-y
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1053-1890<br />1573-3319
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Amidst rapid developmental changes, refugee-background adolescents (RBAs) face unique challenges during resettlement, including adapting to new cultures, languages, and educational systems, while often dealing with pre-migration trauma. These youth need support to navigate educational and career pathways in their host countries. Using asset-based approaches, Teen Response (TR), a community-based program, aims to help newly resettled refugee youth reach their educational and career goals. Objective: This study examines the strategies used by Teen Response (TR) to support RBAs in their educational and career pathways, as perceived by the participants. Method: This research is part of a larger study exploring RBAs' experiences in a community-based program. This paper focuses on the findings from focus group data collected from fifteen RBAs, offering in-depth insights into their experiences and perspectives within a community-based program. Results: Analysis reveals three pivotal themes that significantly shaped the participants' experiences: the learning environment, language competency support, cultural knowledge and skills enhancement in career pathways, and the need for extended support. Additionally, RBAs requested extended time in the program and advocated for all schools in the district to have access to TR. Conclusion: Our findings underscore the importance of community-based support programs responsive to the distinct needs of RBAs and highlight the value of strategies that incorporate youths' voices and perspectives.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1477387
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1477387
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10566-024-09848-y
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 983
    Subjects:
      – SubjectFull: Land Settlement
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Community Programs
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Linguistic Competence
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Career Pathways
        Type: general
      – SubjectFull: Youth Programs
        Type: general
      – SubjectFull: Inclusion
        Type: general
    Titles:
      – TitleFull: In Their Words: Effective Strategies for Supporting Newly Resettled Refugee Background Adolescents in a Community-Based Program
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Grace H. C. Huang
      – PersonEntity:
          Name:
            NameFull: Monica Miller Marsh
      – PersonEntity:
          Name:
            NameFull: Naila Asad Paul
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1053-1890
            – Type: issn-electronic
              Value: 1573-3319
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Child & Youth Care Forum
              Type: main
ResultId 1