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

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dc.contributor.authorNdibalema, Placidius
dc.date.accessioned2024-08-19T08:37:20Z
dc.date.available2024-08-19T08:37:20Z
dc.date.issued2024
dc.descriptionAbstract. Full text 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: 10.1016/j.childyouth.2023.107261
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4789
dc.language.isoen
dc.publisherElsevier BV
dc.relation.ispartofChildren and Youth Services Review
dc.subjectInclusion
dc.subjectMinority
dc.subjectContinuity
dc.subjectTrauma
dc.subjectVulnerability
dc.subjectRefugee
dc.titleBarriers to accessibility of learning among minority refugee children: A systematic literature review
dc.typeArticle
oaire.citation.volume156
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