Description

Purpose: There has been a movement to advocate for social and emotional learning in schools to bolster students’ mental health. However, there is limited research on how social and emotional learning is implemented for students who are refugees or asylum seekers. This study aims to investigate the social and emotional support currently available to refugee adolescents in public schools within San Diego County and assess the perspectives of youth educators on their experiences offering this support. Methods: A sequential explanatory mixed methods study is being conducted to collect data on existing social and emotional learning programs offered in middle and high schools in San Diego. Teachers or educators who work with refugee or asylee students will complete a quantitative survey about their experiences of offering social and emotional support to refugee adolescents in classrooms, and a subset will take part in semi-structured interviews designed to expand upon the survey. Results: Data collection is ongoing; 11 participants have completed the survey and 4 have completed the interview. At this time, preliminary survey results indicate that 27% of respondents identified as men, while 73% identified as women. Most participants (55%) identified as White, 18% identified as Black or African American, and 18% identified as Hispanic or Latinx. Only 18% of respondents reported working at a middle school; 81% of respondents worked with high school students. Respondents felt that mental and emotional skills were just as important (64%), if not more important (18%) than academic skills for their students to learn in the classroom. However, only 18% of respondents reported working at a school that mandated curriculum to support social and emotional learning in the classroom for refugee students. Transcripts from interviews will be analyzed using applied thematic analysis. Conclusions: These preliminary results indicate that teachers value social and emotional learning skills but may need more support or resources in their classrooms. By identifying existing programs and needs, these findings will inform future interventions to improve mental and emotional well-being among refugee adolescents in San Diego County.