Barriers to accessibility of learning among minority refugee children: A systematic literature review

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dc.contributor.authorNdibalema, Placidius
dc.date.accessioned2024-08-17T10:05:05Z
dc.date.available2024-08-17T10:05:05Z
dc.date.issued2023
dc.descriptionFull-text article is also available at https://doi.org/10.1016/j.childyouth.2023.107261
dc.description.abstractThe study examined the barriers to accessibility of learning opportunities among refugee children. A systematic review involved 25 articles that were subjected to thematic content analysis using Atlas.ti software version 22. The results revealed several barriers which included: poor school support, sexual violence from teachers and peers, curriculum gaps between home and host country and unresponsive learning environment. Other barriers were: limited access to teaching materials, classroom space, language and cultural barriers and lack of parental support. There is a need for more evidence-based efforts which aim at creating a responsive learning environment among refugee children in the host countries.
dc.identifier.citationNdibalema, P. (2023). Barriers to accessibility of learning among minority refugee children: A systematic literature review. Children and Youth Services Review, 107261.
dc.identifier.doi10.1016/j.childyouth.2023.107261
dc.identifier.otherDOI: https://doi.org/10.1016/j.childyouth.2023.107261
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4686
dc.language.isoen
dc.publisherElsevier BV
dc.relation.ispartofChildren and Youth Services Review
dc.subjectInclusion
dc.subjectMinority
dc.subjectTrauma
dc.subjectRefugee
dc.subjectVulnerability
dc.subjectChildren
dc.subjectRefugee children
dc.subjectSexual violence
dc.subjectTeachers
dc.subjectCultural barriers
dc.titleBarriers to accessibility of learning among minority refugee children: A systematic literature review
dc.typeArticle
oaire.citation.volume156
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