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General

Study Overview

Title:

Resilient Refugee Intervention and Research

Study is 3ie funded:

No

Study ID:

RIDIE-STUDY-ID-62bb01ea57601

Initial Registration Date:

06/28/2022

Last Update Date:

05/31/2022

Study Status:

Ongoing

Location(s):

United States

Abstract:

This study is an ongoing mixed-methods evaluation of the Resilient Refugee Intervention and Research program with refugees in Malaysia. The intervention has been conducted three times since 2010. The intervention takes place with refugee teachers, who are typically refugees themselves, who teach refugee students. Most of the refugees are from Myanmar (i.e., Rohingya, Chin, Karen, Kachin), Somalia, Pakistan, and Syria. Refugees have created hidden-in-plain sight refugee schools with nearly 140 such refugee schools and over 400 refugee teachers in Malaysia. The intervention is framed as a consultation intervention in that it is an indirect intervention from a collaboration between the consultant (e.g., professional and/or trained refugee teachers) and consultee (refugee teacher) to indirectly, via the teacher, affect the student. The intervention supports teacher self-care in addition to empowering the teacher to promote student emotion regulation, emotion engagement, and behavioral management in the classroom. We have found significant effects of the intervention on refugee teacher self-care and teacher-reported self-efficacy in promoting student emotion regulation, engagement, and behavioral management in the classroom. A quasi-experimental, pre-post-intervention evaluation study found that training of refugee teachers conducted by trained refugee teachers, themselves, was equally effective as training of refugee teachers conducted by professionals (O'Neal et al., 2017). Another iteration of the intervention used individual consultation (i.e., triadic consultation with a trained consultant and peer refugee teacher acting as consultants with a refugee teacher as the consultee) also found in a pre-post-intervention evaluation study that the consultation intervention was effective in promoting self-efficacy in teacher self-care and teacher-reported promotion of student emotional regulation and engagement (O'Neal et al., under review).

Registration Citation:

O'Neal et al., 2022

Categories:

Education

Additional Keywords:

refugee children, refugee teachers, refugee education, socioemotional learning, trauma

Secondary ID Number(s):

Principal Investigator(s)

Name of First PI:

Colleen O'Neal

Affiliation:

University of Maryland, College Park

Name of Second PI:

Su Chen Tan

Affiliation:

Monash University

Study Sponsor

Name:

Fulbright Scholar Award

Study Sponsor Location:

United States

Research Partner

Name of Partner Institution:

HELP University Malaysia

Type of Organization:

Research institute/University

Location:

United States

Intervention

Intervention Overview

Intervention:

The Resilient Refugee Intervention and Research program is framed as a consultation intervention in that it is an indirect intervention from a collaboration between the consultant (e.g., professional and/or trained refugee teachers) and consultee (refugee teacher) to indirectly, via the refugee teacher, affect the refugee student. The intervention supports trefugee eacher self-care in addition to empowering the teacher to promote student emotion regulation, emotion engagement, and behavioral management in the classroom. The intervention takes place with refugee teachers, who are typically refugees themselves, who teach refugee students. Most of the refugees are from Myanmar (i.e., Rohingya, Chin, Karen, Kachin), Somalia, Pakistan, and Syria. Refugees in Malaysia are not allowed to access legal work or public schools given that Malaysia is not a signatory to the UN convention protecting refugee rights. Refugees have created hidden-in-plain sight refugee schools serving their own refugee communities, with nearly 140 such refugee schools and over 400 refugee teachers in Malaysia.

Theory of Change:

Resilient Refugee Intervention and Research program's theory of change is an indirect model in which a consultation collaborates with a refugee teacher consultee to promote change in the refugee students' emotion regulation and engagement in school, along with the refugee teachers' skills and self-care.

Multiple Treatment Arms Evaluated?

No

Implementing Agency

Name of Organization:

University of Maryland, College Park

Type of Organization:

Research Institution/University

Program Funder

Name of Organization:

Fulbright Scholar Award program

Type of Organization:

Public Sector, e.g. Government Agency or Ministry

Intervention Timing

Intervention or Program Started at time of Registration?

Yes

Start Date:

09/01/2010

End Date:

Evaluation Method

Evaluation Method Overview

Primary (or First) Evaluation Method:

Natural experiment

Other (not Listed) Method:

Additional Evaluation Method (If Any):

Other (specify)

Other (not Listed) Method:

Quasi-experimental

Method Details

Details of Evaluation Approach:

Quantitative using questionnaires and qualitative. 

Outcomes (Endpoints):

Refugee teacher promotion of refugee student emotional regulation and engagement; refugee teacher self-care.

Unit of Analysis:

teacher

Hypotheses:

The hypothesis is that the Resilient Refugee Intervention will promote pre- to post-intervention change in the teacher-reported outcomes.

Unit of Intervention or Assignment:

Refugee teacher

Number of Clusters in Sample:

30

Number of Individuals in Sample:

200

Size of Treatment, Control, or Comparison Subsamples:

40

Supplementary Files

Analysis Plan:

Other Documents:

Data

Outcomes Data

Description:

Refugee teacher questionnaires and refugee teacher and school leader qualitative interviews and post-intervention qualitative assessment

Data Already Collected?

Yes

Data Previously Used?

Yes

Data Access:

Restricted -- Access requires a formal approval process

Data Obtained by the Study Researchers?

Data Approval Process:

Contact the PI

Approval Status:

Yes-obtained approval and have received the data

Treatment Assignment Data

Participation or Assignment Information:

Yes

Description:

Data Obtained by the Study Researchers?

Data Previously Used?

Data Access:

Data Obtained by the Study Researchers?

Data Approval Process:

Approval Status:

Data Analysis

Data Analysis Status:

Yes

Study Materials

Upload Study Materials:

Registration Category

Registration Category:

Non-Prospective, Category 4: Data for measuring impacts have been obtained/collected by the research team and analysis for this evaluation has started

Completion

Completion Overview

Intervention Completion Date:

Data Collection Completion Date:

Unit of Analysis:

Clusters in Final Sample:

Total Observations in Final Sample:

Size of Treatment, Control, or Comparison Subsamples:

Findings

Preliminary Report:

Preliminary Report URL:

Summary of Findings:

Paper:

Paper Summary:

Paper Citation:

Data Availability

Data Availability (Primary Data):

Date of Data Availability:

Data URL or Contact:

Access procedure:

Other Materials

Survey:

Survey Instrument Links or Contact:

Program Files:

Program Files Links or Contact:

External Link:

External Link Description:

Description of Changes:

Study Stopped

Date:

Reason: