Study 2b – CAGE

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A comparative analysis of education policies targeting the health and wellbeing of refugee students in the Nordic countries

– Study 2b

This research will focus on education policies in the Scandinavian context, by comparing to what extent and how education policies in Denmark, Norway and Sweden address the health and wellbeing of young refugees in schools, as a strategy for tackling the social determinants of health. 

The study reframes poor educational outcomes in migrant students as a public health issue, which is an area of research, practice, and policy that has received little attention until now, and is a promising field for intervention. Secondly, the study's approach focuses on the issue of ‘upstream’ causes of the social determinants of health, which will shed light on how certain policy areas are related to different aspects of the life trajectories of young refugees in Scandinavia, and whether and how these policies promote a more equitable distribution of the social determinants of health.    

Empirical material will involve the collection of relevant policy documents in all three countries.  Based on an initial analysis of the policy documents, a comparative case study will be conducted to better understand how policies on the health and wellbeing of vulnerable students such as refugees are implemented in practice, at the municipal and school level in all three countries.  The case study will be based on individual semi-structured interviews conducted at relevant municipal authorities and schools in areas of high migrant density in all three countries.

Researchers: Claire Mock-Muñoz de Luna (Study Coordinator), Karl Gauffin, Lutine de Wal Pastoor, Anne Sophie Rothe Børsch and Kathrine Vitus. 

For more information about this study, please contact study coordinator Claire Mock-Muñoz de Luna,

Related studies: Apart from the above-mentioned the study Promoting the Social Inclusion of Young Refugees: Lessons Learned from a Danish Folk High School was conducted in Denmark. The qualitative study explored the role of Danish folk high schools (residential colleges for young adults) in the integration of recently arrived young refugees and the potentials of this type of school for supporting refugees' social inclusion in the country of residence. The folk high school, where young refugees and Danish peers come together, facilitated the formation of networks and friendships between refugee students and Danish students. The values held by the school enabled a validation of the refugees' skills and experiences while at the same time helping the newcomers adapt to life in Denmark through language instruction and an introduction to the tacit norms of everyday life. Though language barriers sometimes constituted a barrier to social inclusion, activities with a clearly defined common purpose facilitated inter-ethnic interaction and relationship-building. 

For more information bout this study, please contact Anne Sophie Rothe Børsh