The Double Minority Challenge Faced...
By Rosalind Ghafar Rogers, PhD, LMHC, Clinical Behavioral Health Subject Matter Expert with USCRI’s Refugee Health Services in Arlington, VA...
READ FULL STORYBy: Rosalind Ghafar Rogers, PhD, LMHC,
Clinical Behavioral Health Subject Matter Expert with USCRI’s Refugee Health Services in Arlington, VA
November 7th is International Day against Violence and Bullying at School, including Cyberbullying. In recognition of this important day, USCRI recognizes that violence and bullying at school is an infringement on children’s and adolescents’ rights to education in a safe environment and to their health and well-being. Approximately 15% to 30% of youth experience bullying victimization globally, placing these youth at an increased risk for poor mental health and behavioral outcomes throughout the lifespan, including anxiety, depression, suicidal ideation and attempts, substance use, and criminality (Xu et al., 2020).
Bullying occurs in many forms. When we think of bullying, we typically think of general school bullying that is based on individual characteristics, like weight or height, or perceived weaknesses. However, many refugee, immigrant, and minority students experience bullying due to their group membership or perceived group membership, based on race, religion, ethnicity, national origin, immigration status, or language. When bullying occurs because of a youth’s actual or perceived social identity(ies), it is known as identity-based bullying. A recent study of U.S. high school students found that 38% of youth experienced identity-based bullying, with the most frequent forms of bullying being race- and ethnicity-based bullying (Galan et al., 2021). Some research has estimated that refugee and immigrant youth are subject to 6.5% more bullying than native-born students (as cited in Karaman, 2023). In addition to being at an increased risk of bullying victimization, refugee and immigrant youth face greater challenges due to the acculturation process and adapting to a new culture.
Bullying can lead to a cascade of mental health challenges for refugee youth, including depression, anxiety, and post-traumatic stress disorder (PTSD) (Ehntholt & Yule, 2006). Refugee youth often carry unresolved trauma from their countries of origin, where they may have been exposed to violence, displacement, or the loss of loved ones (Bronstein & Montgomery, 2011). This trauma can intensify the psychological effects of bullying, exacerbating feelings of isolation, rejection, and inadequacy. According to Ellis et al. (2010), refugee youth experiencing bullying are at a greater risk of developing depression and anxiety, largely due to the cumulative stress of past trauma combined with new challenges in their host countries. These mental health issues not only reduce quality of life but also interfere with daily functioning, including school participation and engagement.
The adverse impact of bullying on mental health is further compounded by the lack of appropriate mental health support in host communities. In many cases, refugee families face financial constraints, cultural barriers, and a limited understanding of available resources, reducing the likelihood that youth will access necessary mental health services (Lustig et al., 2004). This lack of support can deepen the psychological distress that bullying induces, making it harder for refugee youth to build resilience and develop coping strategies.
Bullying also has a profound impact on the academic outcomes of refugee youth. Studies consistently link bullying to lower academic achievement and reduced school attendance, primarily due to the high levels of stress and anxiety that interfere with learning and concentration (Vaillancourt et al., 2013). For refugee youth, whose education may already be disrupted by pre-migration circumstances, bullying can exacerbate these educational gaps and hinder long-term academic success (McBrien, 2005). A study by Kia-Keating and Ellis (2007) found that refugee youth who experienced bullying reported feeling alienated within the school environment, leading to disengagement and, in some cases, school dropout.
Additionally, bullying can impair cognitive performance by creating a constant state of hypervigilance and anxiety, which limits cognitive resources needed for learning and memory retention (Swearer et al., 2010). Refugee youth facing bullying may also encounter language and cultural barriers, which can hinder their ability to seek support from teachers or school counselors, further isolating them academically. The long-term effects of this academic disruption are considerable, as they can limit future career opportunities and contribute to cycles of poverty and social exclusion (Rumbaut, 2005).
Addressing the impact of bullying on refugee youth requires targeted interventions at multiple levels. Schools play a critical role in fostering inclusive and supportive environments that protect refugee youth from bullying while promoting cultural competence and empathy among all students. Programs that emphasize social and emotional learning (SEL) and promote anti-bullying initiatives have been effective in reducing bullying behaviors and supporting the mental health of vulnerable youth populations (Durlak et al., 2011). Educators should be trained to recognize the unique needs of refugee youth and intervene appropriately to prevent bullying incidents.
Community-based interventions can also be instrumental in providing refugee families with mental health resources and support. Establishing partnerships with local mental health organizations can help bridge gaps in care and ensure that refugee youth have access to culturally sensitive counseling and support services. For instance, trauma-informed approaches in therapy have been found effective in addressing the complex psychological needs of refugee youth (Miller & Rasmussen, 2010).
Bullying poses significant risks to the mental health and academic performance of refugee youth, highlighting the need for comprehensive support systems within educational and community settings. Given their heightened vulnerability, refugee youth require tailored interventions that address both the immediate and long-term effects of bullying on their mental health and educational outcomes. By fostering inclusive, trauma-sensitive environments and providing accessible mental health resources, schools and communities can play a crucial role in mitigating the negative effects of bullying and helping refugee youth to achieve psychological well-being and academic success.
References
Bronstein, I., & Montgomery, P. (2011). Psychological distress in refugee children: A systematic review. Clinical Child and Family Psychology Review, 14(1), 44-56.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Ellis, B. H., MacDonald, H. Z., Klunk-Gillis, J., Lincoln, A. K., Strunin, L., & Cabral, H. J. (2010). Discrimination and mental health among Somali refugee adolescents: The role of acculturation and gender. American Journal of Orthopsychiatry, 80(4), 564.
Ehntholt, K. A., & Yule, W. (2006). Practitioner review: Assessment and treatment of refugee children and adolescents who have experienced war-related trauma. Journal of Child Psychology and Psychiatry, 47(12), 1197-1210.
Galán, C. A., Stokes, L. R., Szoko, N., Abebe, K. Z., & Culyba, A. J. (2021). Exploration of experiences and perpetration of identity-based bullying among adolescents by race/ethnicity and other marginalized identities. JAMA Network Open, 4(7), e2116364. https://doi.org/10.1001/jamanetworkopen.2021.16364
Karaman, M. A. (2023). Comparison of levels of bullying, achievement motivation, and resilience among Syrian refugee students and Turkish students. Journal of Psychologists and Counsellors in Schools, 33(1), 62-77. https://doi.org/10.1017/jgc.2021.22
Kia-Keating, M., & Ellis, B. H. (2007). Belonging and connection to school in resettlement: Refugee youth and school. Children and Youth Services Review, 29(6), 794-805.
Lustig, S. L., Kia-Keating, M., Knight, W. G., Geltman, P., Ellis, H., Kinzie, J. D., … & Saxe, G. N. (2004). Review of child and adolescent refugee mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 43(1), 24-36.
McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: a review of the literature. Review of Educational Research, 75(3), 329-364.
Miller, K. E., & Rasmussen, A. (2010). War exposure, daily stressors, and mental health in conflict and post-conflict settings: Bridging the divide between trauma-focused and psychosocial frameworks. Social Science & Medicine, 70(1), 7-16.
Rumbaut, R. G. (2005). Sites of belonging: Acculturation, discrimination, and ethnic identity among children of immigrants. In T. S. Weiner (Ed.), Discovering successful pathways in children’s development: Mixed methods in the study of childhood and family life (pp. 111-164). University of Chicago Press.
Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Linking research to educational practice. Educational Researcher, 39(1), 38-47.
Vaillancourt, T., Hymel, S., & McDougall, P. (2013). The biological underpinnings of peer victimization: Understanding why and how the effects of bullying can last a lifetime. Theory Into Practice, 52(4), 241-248.
Xu, M., Macrynikola, N., Waseem, M., & Miranda, R. (2020). Racial and ethnic differences in bullying: Review and implications for intervention. Aggression and Violent Behavior, 50, 101340. https://doi.org/10.1016/j.avb.2019.101340
By Rosalind Ghafar Rogers, PhD, LMHC, Clinical Behavioral Health Subject Matter Expert with USCRI’s Refugee Health Services in Arlington, VA...
READ FULL STORYDifference is of the essence of humanity. Difference is an accident of birth and it should therefore never be the...
READ FULL STORYBy: Rosalind Ghafar Rogers, PhD, LMHC, Clinical Behavioral Health Subject Matter Expert with USCRI’s Refugee Health Services in Arlington, VA...
READ FULL STORY