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Background Ethiopia has seen an increase in the number of internally displaced persons (IDPs) due to conflict and violence related to border-based disputes and climate change. This study examines the insecurities experienced by IDPs in the Burayu camp and how they navigate and challenge them. Violence and insecurity have daunted Ethiopian regions for decades, violated children’s rights, and impeded the achievement of the United Nation’s sustainable development goals related to children, such as good healthcare and mental health, quality education, clean water, and sanitation. The deteriorating security concerns in Ethiopia could also expose IDP children to poor health outcomes associated with a lack of access to healthcare services. Methods This was an exploratory qualitative case study guided by intersectionality theoretical lens to explore the forms of insecurities perceived and experienced by IDPs in Ethiopia. Participants were selected using a purposeful sampling approach. We interviewed 20 children, 20 parents or guardians, and 13 service providers. Interviews were audio recorded and transcribed verbatim in Afan Oromo, then translated into English. We used NVivo 12 qualitative data analysis software to analyze data following Braun & Clarke’s approach to thematic data analysis. Results The participants reported that IDP children in Burayu town faced many challenges related to poor socioeconomic conditions that exposed them to several insecurities and negatively affected their well-being. They reported inadequate access to clothing and shelter, clean water, sanitary facilities, food, and adequate healthcare due to financial barriers, lack of drugs, and quality of care. Our data analysis shows that socioeconomic and contextual factors intersect to determine the health and well-being of children in the Ethiopian IDP camp studied. The children experienced insecurities while navigating their daily lives. This is compounded by institutional practices that shape gender relations, income status, and access to healthcare, education, and food. These deficiencies expose children to traumatic events that could decrease future livelihood prospects and lead to compromised mental health, rendering them susceptible to prolonged post-traumatic stress disorder and depression. Results are presented under the following topics: (1) basic needs insecurity, (2) healthcare insecurity, (3) academic insecurity, (4) economic insecurity, (5) food insecurity, and (6) physical and mental health insecurity. Conclusion Successful relocation and reintegration of IDPs would help to alleviate both parent and child post-conflict stressors. Managing and following up on economic reintegration efforts is needed in both the short and long term. Such measures will help to achieve goals for specific projects attached to donor support outcomes, consequently enabling social support and conflict resolution management efforts.

The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed conflicts, state persecution, and displacement. Since the escalation of violent conflicts in the early 2010s, they have fled the country and sought refuge in neighbouring countries, and in the biggest numbers, in Bangladesh. Living in densely populated refugee camps, Rohingya children receive very limited access to education and are exceptionally vulnerable to illnesses, violence and trafficking. This discussion paper describes the conditions and contexts under which education is offered, and identifies the serious problems and gaps in provision for Rohingya children in Bangladeshi refugee camps.

US guidelines have recommended testing children emigrating from high tuberculosis-incidence countries with interferon-gamma release assays (IGRAs) or tuberculin skin tests (TSTs). We describe the Harris County (Texas) Public Health Refugee Health Screening Program’s testing results during 2010–2015 for children <18 years of age: 5,990 were evaluated, and 5,870 (98%) were tested. Overall, 364 (6.2%) children had >1 positive test: 143/1,842 (7.8%) were tested with TST alone, 129/3,730 (3.5%) with IGRA alone, and 92/298 (30.9%) with both TST and IGRA. Region of origin and younger age were associated with positive TST or IGRA results. All children were more likely to have positive results for TST than for IGRA (OR 2.92, 95% CI 2.37–3.59). Discordant test results were common (20%) and most often were TST+/IGRA– (95.0%), likely because of bacillus Calmette-Guérin vaccination. Finding fewer false positives supports the 2018 change in US immigration guidelines that recommends using IGRAs for recently immigrated children.

Yusuf ile Kenan (1979) and Masumiyet (1997) portray realistic ignored, neglected and deprived childhood in Turkish cinema. This article sets out to analyse the realistic depictions of child image focusing on displacement and destitute. Although displacement is dealt with broader senses of war and its consequences, this article, adapting an alternative discourse sets out to analyse the displacement in terms of family and homely atmosphere. First, I will present the odyssey of child image during the course of Turkish cinema. I aim to position elusive depiction of child image in Yusuf ile Kenan (1979) and Masumiyet (1997). Following spatial and narrative analysis in two steps, I will discuss the realistic destitute child images in these films in two parts: (a) spatial analysis focusing loss of home and (b) agency of child characters in narrative. I propose that realistic child image in these two films were constructed through delinquency and aphasia.

Background: Posttraumatic stress (PTS) results in significant distress or functional impairment. Prevalence studies report higher rates of PTS in forcibly displaced children (FDC). Current evidence deriving mainly from cross-sectional studies is unable to make causal attributions. Given rising rates of forcible displacement reported by the United Nations High Commissioner for Refugees (UNHCR) in 2014, there is increasing need to determine the best policies and practice for engaging mental health needs of FDC. Methods: This systematic review identifies (1) longitudinal risk and protective factors and correlates for PTS and (2) its natural history in FDC, contributing to research identifying vulnerable subgroups and malleable factors for PTS and understanding its natural history. No meta-analysis was conducted due to heterogeneity; results were analyzed through narrative synthesis. Results: Eleven longitudinal studies were identified. All but one were prospective cohort designs. They identified prevalence rates between 20% and 48.7% at baseline, 10% and 48.3% at 1 year (k = 7), 18% and 48% at 2–3 years (k = 2), 8% and 38% at 6 years (k = 2), and 35% at 12 years using nine measurement methods in seven independent samples. Evidence from multiple associations supported the following risk factors: exposure to traumatic stressors or other stress, older age, and prior psychopathology. Evidence predominantly supported the stability of PTS with some decline. Conclusion: While results should be interpreted with caution given small or unrepresentative samples, they suggest regular mental health screenings should be conducted for FDC, who are a vulnerable subgroup with variable onset and remission. Risk associations with prior psychopathology also suggest that screening upon arrival may be advisable for early intervention and prevention.

1.6 million Syrian refugee children live in Turkey due to the war in Syria. Syrian children study in Turkish schools in the Turkish language, but many Syrian families return to Syria for many reasons, which make their children dropping out of school because they are illiterate in Arabic, which is the official language in SyriaThe aim of the research is to examine the effectiveness of an online intervention program to teach reading in Arabic to displaced Syrian children in Turkey.One intervention group of seven students was selected. Conditions are met: age 8-10 years, the child's mother tongue is Arabic, residing in Gaziantep or Kilis, can't read in Arabic, and Syrian nationality.The reading test was applied before the start of the course, and then the reading test was applied after the course ended. The results indicate that is a significant effectiveness of the online course in teaching reading to children. The results also indicate that the parents' satisfaction with the course is positive.

The Diffa and Tillabéri regions of Niger, Africa, are greatly affected by violent security crises that impact the functioning of schools, disrupting learning spaces and teaching programs and internally displacing the population. This article analyzes educational provision in its dual social and urgent dimensions and questions both the state of education in emergencies and the challenges posed in Niger before proposing new directions to maintain educational provision.

Following a damaging magnitude 6.3 earthquake in Christchurch, New Zealand on February 22, 2011, an unprecedented number of displaced school children were enrolled temporarily or permanently in new schools throughout New Zealand. This study utilized accounts from primary school teachers in New Zealand, derived from focus groups scheduled in March and April 2011 for an evaluation of a disaster preparedness teaching resource, to examine how these disasters impacted individuals and schools outside of Christchurch. The educators’ focus group accounts provide an illustration of classroom responses including providing emotional support to displaced children, informal classroom discussions, curricular responses, addressing disaster rumors, and information seeking through peers. Some recommendations are provided on ways to support teachers’ important roles in disaster recovery, including targeting evidence-based guidance and teaching resources to schools enrolling displaced children, dispelling disaster rumors through schools and facilitating peer mentoring among teachers. An overarching lesson is that communities would benefit from teachers being better equipped to provide emotional support and responsive disaster education to children after disasters.

Background: An unprecedentedly large number of people worldwide are forcibly displaced, of which more than 40 percent are under 18 years of age. Forcibly displaced children and youth have often been exposed to stressful life events and are therefore at increased risk of developing mental health issues. Hence, early screening and assessment for mental health problems is of great importance, as is research addressing this topic. However, there is a lack of evidence regarding the reliability and validity of mental health assessment tools for this population. Objective: The aim of the present study was to synthesise the existing evidence on psychometric properties of patient reported outcome measures [PROMs] for assessing the mental health of asylum-seeking, refugee and internally displaced children and youth. Method: Systematic searches of the literature were conducted in four electronic databases: MEDLINE, PsycINFO, Embase and Web of Science. The methodological quality of the studies was examined using the COSMIN Risk of Bias checklist. Furthermore, the COSMIN criteria for good measurement properties were used to evaluate the quality of the outcome measures. Results: The search yielded 4842 articles, of which 27 met eligibility criteria. The reliability, internal consistency, structural validity, hypotheses testing and criterion validity of 28 PROMs were evaluated. Conclusion: Based on the results with regard to validity and reliability, as well as feasibility, we recommend the use of several instruments to measure emotional and behavioural problems, PTSD symptoms, anxiety and depression in forcibly displaced children and youth. However, despite a call for more research on the psychometric properties of mental health assessment tools for forcibly displaced children and youth, there is still a lack of studies conducted on this topic. More research is needed in order to establish cross-cultural validity of mental health assessment tools and to provide optimal cut-off scores for this population. HIGHLIGHTS Research on the psychometric properties of mental health screening and assessment tools for forcibly displaced children and youth is slowly increasing. However, based on the current evidence on the validity and reliability of screening and assessment tools for forcibly displaced children, we are not able to recommend a core set of instruments. Instead, we provide suggestions for best practice. More research of sufficient quality is important in order to establish crsoss-cultural validity and to provide optimal cut-off scores in mental health screening and assessment tools for different populations of forcibly displaced children and youth.

This volume will provide educators at all levels with a research and evidence based understanding of the educational opportunities and challenges facing refugees. The chapters focus on strategies and policies for providing education to the world's refugee populations.