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A recent policy document published by Unesco urges schools to act as early warning centers for refugee students with mental health needs. The report states that teachers should be trained to recognize the signs of displacement-related trauma and intervention. Although the paper focuses on teachers and schools, its findings also seem relevant at the university level.
This initiative is well received by experts who say that the sooner mental health treatment begins, the more effective it is.
"Given that 50% of all mental health problems start in adolescence, it seems sensible to start prevention work early," says Justin Thomas, a professor of psychology at Zayed University's Department of Health. Abu Dhabi. "A new generation of teachers may well be the key to reversing the mental health crisis."
Refugees often leave their homes in very stressful conditions – sometimes witnessing extreme violence, sometimes leaving loved ones or walking on foot. The UNESCO document indicates that these experiences may have long-term effects such as depression, anxiety or post-traumatic stress disorder.
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The statistics corroborate this trend by showing high rates of mental health problems among refugees relative to the populations of the countries that host them. For example, about 40% of adult refugees and 20% of refugee children in Germany suffer from post-traumatic stress disorder, according to the report.
Refugee students are not alone in dealing with mental health issues. A study conducted in 2018 showed that 25% of young people in the Beirut metropolitan area suffer from mental health problems. They would also benefit from early interventions in schools if such treatment programs were available. (See related article: "Study to map the mental health needs of young Lebanese.")
Some of the recommendations in the UNESCO document suggest creating the best atmosphere in clbadrooms for refugee students to feel safe again. "Whether in high-income countries or in emergencies, learning environments need to be safe, challenging and responsive," the report says. In concrete terms, this means that students must be fed, physically safe and feel welcome.
In addition, the report recommends what he calls "generalized support activities," which include art, theater and mindfulness courses organized by teachers or other professionals. (See related article: "Iraqi researchers use art to help survivors of badual violence. ")
"Mindfulness-based cognitive therapy, for example, is usually only offered to people after overcoming their depression, but the idea is to prevent future episodes," says Thomas. But he would like to see this change – as recommended in the report – roll out such programs earlier for populations at risk of mental health problems.
The guidance document also recommends to continue training teachers so that they can recognize the symptoms of a student in need. For example, a student may appear to be disruptive or indifferent during clbad, but this may indicate that help is needed.
With sufficient training, teachers would be able to identify these at-risk students and refer them to mental health professionals where access is available.
Fadi Maalouf, head of the Child and Adolescent Psychiatry Division of the Medical Center of the American University of Beirut, said the report recognizes the role of teachers.
"It highlights the importance of supporting the well-being of teachers, which is often overlooked in some interventions," he says. "For our children to succeed in schools, we must also pay attention to teachers."
Early intervention not only offers the opportunity to improve the lives of those directly affected by mental health problems, but it could also stimulate national development. Research has shown that mental health is the greatest source of economic burden attributable to any disease in the Arab world. (See related article: "Anxiety and depression often obscure Arab youth. ")
Efforts to reduce this burden among refugees should also help the community as a whole.
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