JDC Literature Review
The JDC literature review highlights recent publications, academic scholarship, and thought leadership on issues relating to forced displacement. Our intention is to stimulate discussion, encourage the exchange of ideas, and support a ‘Community of Practice’.
A systematic review of socio-ecological factors contributing to risk and protection of the mental health of refugee children and adolescents
Child development can be viewed as a dynamic process arising from complex interactions between different levels of the ‘social ecology’ (individual, family, school, community, society). This socio-ecological framework can help conceptualize the stressful experiences...
Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors
This paper examines the individual, family, community, and societal risk and protective factors for mental health in children and adolescents who are forcibly displaced to high-income countries. The systematic review covered 44 studies from high-income countries, with...
Exploring the impacts of COVID-19 on Rohingya adolescents in Cox’s Bazar: A mixed-methods study
There are nearly one million Rohingya refugees living in Cox’s Bazar, Bangladesh, in two registered and 32 unregistered camps, alongside impoverished host communities. This article explores the direct and indirect impacts of COVID-19 containment policies put in place...
The health of internally displaced children in sub-Saharan Africa: a scoping review
This paper examines what is known about the health and health concerns of internally displaced children in sub-Saharan Africa. 25 articles met the inclusion criteria for the scoping review, including 16 quantitative, six qualitative and three mixed methods studies....
Children and Forced Migration
Approximately half of UNHCR’s ‘people of concern’ (including refugees, asylum-seekers, IDPs and recent returnees) are under the age of 18 years and classified as children. This article examines some of the key features characterizing the study of children and forced...
Is the Education of Local Children Influenced by Living near a Refugee Camp? Evidence from Host Communities in Rwanda
This paper examines the effects of the presence of Congolese refugees in Rwanda on access to schools and educational outcomes for host community children. The majority of the nearly 75,000 Congolese refugees in Rwanda (UNHCR, 2017) have been in protracted displacement...
Can’t Wait to Learn: A quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in Sudan
The Can’t Wait to Learn (CWTL) program uses digital gaming technology to deliver educational content. In Sudan, CWTL delivers educational content aligned with the national curriculum in a non-formal classroom setting to out-of-school children, with local facilitators...
Can Communities Take Charge? The Assessment of Learning Outcomes and Social Effects of Community-Based Education: A Randomized Field Experiment in Afghanistan
This report presents the Phase Two results for the Assessment of Learning Outcomes and Social Effects of Community-Based Education in Afghanistan (ALSE) project. ALSE is a multiyear, mixed-methods set of randomized controlled trials that assess strategies to improve...
How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey
This article compares how Syrian refugee children are included, or not included, in the educational systems in two Northern European countries (Sweden and Germany), one South European country (Greece) and two neighboring countries of Syria (Turkey and Lebanon). These...
Refugees and ‘Native Flight’ from Public to Private Schools
This paper exploits the large-scale arrival of Syrian refugees into Turkey after 2012 to estimate the impact of refugees on public-private school choice of natives in Turkey. As of the 2017/18 academic year, there were an estimated 970,000 school-age refugee children,...