Relevant bibliographies by topics / Migrant children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Migrant children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 June 2024

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Journal articles on the topic "Migrant children"

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Glick, Jennifer, and Scott T. Yabiku. "Migrant children and migrants' children." Demographic Research 35 (July 29, 2016): 201–28. http://dx.doi.org/10.4054/demres.2016.35.8.

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Beck, Scott A., and Alma D. Stevenson. "Migrant Students Scaffolding and Writing Their Own Stories: From Socioculturally Relevant Enabling Mentor Texts to Collaborative Student Narratives." Voices from the Middle 23, no. 1 (September 1, 2015): 59–67. http://dx.doi.org/10.58680/vm201527485.

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Children of migrant farmworkers drop out of school more than any other group. They need and deserve academic support that is socioculturally relevant to their lives. This article describes an innovative summer literacy program for intermediate and middle level children of migrant farmworkers that presented them with more than two dozen children’s picture story books with migrancy themes and systematically documented their responses to the books. Then, using these mentor texts and their responses as scaffolding, the students collaborated to create semi-autobiographical, illustrated narratives about growing up as migrants. These student-created CPSBs challenge our society’s erasure of and hostility toward migrants.
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Agarwal, Monika, Sugandha Jauhari, and Rahul Chaturvedi. "Health of Migrants’ Children Living in Lucknow City: A Community-Based Study." International Journal of Health Sciences and Research 13, no. 4 (April 21, 2023): 163–69. http://dx.doi.org/10.52403/ijhsr.20230420.

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Background: Migrant workers suffer poor health due to underutilization of existing health services on account of their floating status, they are missed out on very basic registrations for health services like immunization, ANC visits, supplementary nutrition for mother and eventually the child. They form a major chunk of population that is skipped from ongoing attempts of universal health coverage and especially the children become vulnerable. Objectives: To study the Immunization and Nutritional Status of migrant children of Lucknow and determine their environmental and living conditions. Methods: A cross-sectional study was conducted among 217 intrastate and 183 interstate migrant workers in Lucknow. All randomly selected children 6-59 months of age paired with their mothers were the study population. A semi-structured questionnaire was used for interview. Length and Height of the migrant child were measured using horizontal and vertical wooden scale respectively. Weight was measured using seca weighing scale. Results: Majority of children in these settings were in the age group of 6-12 months (55.8%). 98.4% of interstate and 95.4% of intrastate migrants do not have an immunization card of the child. Only 14.8% of the total children had fully immunized status appropriate to age. It was noted that among children of the interstate migrants, 31.7% were underweight and 25.7% had SAM while among children of the intrastate migrants 33.6% were underweight and 17.5% had SAM. Wasting was present in 40.0% children out of the total, while 33.1% of the total children were stunted. 73.2 of the interstate migrants and 84.3% of the intrastate migrants were living in a kutcha house. A strikingly high percentage of 91.8% interstate and 90.8% intrastate migrants were still resorting to open field defecation. None of the houses had a separate kitchen. Conclusion: The immunization and nutritional status of the migrant children was very low and poor. The living conditions of the migrant families were also below par. There is an urgent need of effective health policies for the migrant children to ensure their well-being. Key words: Migrant workers, Urbanization, Stunting, Wasting
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Lin, Shiyu, Zhengyue Jing, Natasha Howard, Tracey Chantler, Jiejie Cheng, Shiya Zhang, Chengchao Zhou, and Mei Sun. "Associations of Elements of Parental Social Integration with Migrant Children’s Vaccination: An Epidemiological Analysis of National Survey Data in China." Vaccines 9, no. 8 (August 10, 2021): 884. http://dx.doi.org/10.3390/vaccines9080884.

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Our study explored the effects of parental social integration on migrant children’s vaccination status in China. Using data obtained from the 2014 China Migrants Dynamic Survey, a total of 4915 participants were included in this study. Social integration was measured by economic, social, cultural, and internal identity. Univariate chi-square testing was used to calculate associations between all variables and migrant children’s vaccination status. Binary logistic regression was employed to calculate the impacts of social integration on migrant children’s vaccination status. In total, 94.7% of migrant children had complete vaccinations for their age. Migrants who had medical insurance, spoke the native language when communicating with locals, lived mainly with locals, and did not perceive discrimination were more likely to have their children completely vaccinated. Social integration was positively associated with migrant children’s vaccination status. Our study indicated that to improve vaccination coverage of migrant children, more policy support for migrant employment and housing, promotion of health services for migrants, and language support in health institutions is needed.
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Khachaturyan, Yu R. "COMPARATIVE ANALYSIS OF SOCIAL- PSYCHOLOGICAL ADAPTATION OF MIGRANT CHILDREN AND LOCAL CHILDREN." Ukrainian Psychological Journal, no. 2 (12) (2019): 182–94. http://dx.doi.org/10.17721/upj.2019.2(12).13.

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The article presents the empirical study comparing socio-psychological adaptation of migrant children and local children at general education school. The performed theoretical analysis has substantiated the existing problem of migrant children adaptation to school. The performed theoretical analysis also has determined that the difficulties in the socio-psychological adaptation of migrant children are often stipulated by their inability to interact with the local population (peers and their parents, teachers), communicative drawbacks, which in turn stimulate anxiety, hostility, distrust at new living conditions and the environment, and so on. The performed empirical study has shown that indicators describing socio-psychological adaptation of migrant children and local children are different. In particular, migrant children have higher aggression and hostility; they have more pronounced forms of aggression such as: physical, verbal and indirect aggression, manifested in the use of physical force, threats, bad language, gossip, rumours, etc. They also show more often negativism, irritation, suspicion, and insults in comparison to local children. The local children have lower personal and reactive anxiety and self-esteem; they have a high social status (stars) in school more often than migrant children and very rarely have low (ignored) status, while almost half of migrant children have ignored or isolated statuses in the group. All children (local and migrants) response mainly impulsively in frustration situations, however, migrant children are still often show an extrapunitive orientation and, they manifests an intropunitive orientation to a lesser extent.
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Guo, Fei. "School Attendance of Migrant Children in Beijing, China: A Multivariate Analysis." Asian and Pacific Migration Journal 11, no. 3 (September 2002): 357–74. http://dx.doi.org/10.1177/011719680201100304.

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Recent trends in rural to urban migration in China indicate that more migrants are moving to the cities with their families, including young children. Without an urban household registration or hukou, migrant children do not have access to local schools in the cities, raising many concerns about the children's well-being. Using data from the 1997 Migrant Census in Beijing, this study sought to describe the social and demographic characteristics of migrant children in Beijing, to examine the patterns of school attendance of migrant children and to determine the factors affecting their school attendance. The study found that 88 percent of migrant children in Beijing were attending school. Migrant children whose parents had higher education, were non-agricultural hukou holders and those who had longer residence in Beijing had higher rates of school attendance. The study found some differences on the children's school attendance when the characteristics of migrant fathers and migrant mothers were examined separately.
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Rakhmonov, A. Kh. "Education of migrant children as a contribution to Russia’s future." UPRAVLENIE 9, no. 3 (October 23, 2021): 137–46. http://dx.doi.org/10.26425/2309-3633-2021-9-3-137-146.

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The article explores the relationship between education and migration, statistics of children from migrant families in educational institutions in Russia, access to education for children from migrant families in Russia, and the integration of migrant children in schools in Russia. Recommendations on state interaction with the children of migrants are offered. Population movements and migration processes are an integral part of human history. Another modern phenomenon, globalisation, entails fundamental changes in the world and the world market. Migration is a constant concomitant phenomenon of these changes. Education plays a crucial role in supporting third-country migrants in adapting to a new country and culture as well as in building social relations in their host communities. Education is a key resource for participating in the economic, social, political and cultural life in today’s education and knowledge society.Experience has repeatedly shown that differences in occupational status and chances on the labour market and associated income, social welfare living standards and public reputation, as well as differences in political, social and cultural participation, are linked to differences in educational attainment.Social integration of migrants through participation in the institutions of the host society, such as the education system and the labor market, is undoubtedly one of the most significant social problems in Russian society. For migrant children, language and structural assimilation in the education system in the sense of formal equality of opportunity are key to social integration in the host country.The main donor countries, from which most people migrate to Russia, are primarily the CIS countries. About 30 % of the total flow of migrants in Russia, finding with family and children. The birth rate among migrants is higher than local ones. Accordingly, Russia faces a big challenge, led by migrant children, from whom it can get a big contribution in the future, if they get a good education.The main problems faced by migrant children in Russian schools are lack of knowledge of the Russian language, discrimination, refusals of enrolment, etc. The aim of the study is to examine the educational situation of migrant children in Russian schools, as well as their education as a contribution to the future of Russia.
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Turanjanin, Veljko. "LIŠENjE SLOBODE MALOLETNIH MIGRANATA SA I BEZ PRATNjE PREMA STAVOVIMA EVROPSKOG SUDA ZA LjUDSKA PRAVA." Glasnik prava X, no. 2 (December 2019): 17–36. http://dx.doi.org/10.46793/gp.1002.017t.

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The author deals with the one of the most problematic issues of the migrant crisis, namely the deprivation of liberty of a unaccompanied migrant minor in his or her migrant journey. The situation of migrants in the crisis that has hit Europe is not easy in itself, but it is made even more difficult by the fact that children often travel with adult migrants, and the most difficult aspect of this phenomenon is certainly unaccompanied migrant children. The countries most affected by the influx of unaccompanied children are Greece and Malta. Article 5 of the European Convention on Human Rights and Fundamental Freedoms lays down the grounds on which a person may be deprived of his liberty, and in recent years the European Court of Human Rights has elaborated in detail the basis for ordering detention of migrants. The author has paid the greatest attention to the views of this Court when it comes to unaccompanied migrant children analyzing all the judgments rendered by July 2019, and the difficulty of their position is sufficiently illustrated by the fact that the Court found violations of convention rights in all judgments in their deprivation of liberty.
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Osin, R. V. "Comparative analysis of the socio-psychological adaptation of migrant children and children in the host population." Vestnik Universiteta, no. 3 (May 17, 2023): 201–10. http://dx.doi.org/10.26425/1816-4277-2023-3-201-210.

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The article presents the results of an empirical study comparing the socio-psychological adaptation of migrant children and local children studying in secondary school No. 20 of Penza. A theoretical analysis was carried out and the problem of adaptation of migrant children at school was justified. Through theoretical analysis, it has been established that the difficulties in the socio-psychological adaptation of migrant children are quite often due to the inability to interact with the local population, problems in communication, which in turn stimulate the growth of anxiety, hostility, distrust of the new living conditions and the environment, etc. As a result of an empirical study, differences in the indicators of socio-psychological adaptation of migrant children and local children were revealed. In particular, migrant children have a high level of aggressiveness, hostility, the following forms of aggression are more expressed: physical, verbal and indirect. They are characterized by the use of physical strength, foul language, the spread of gossip, rumors, negativism, irritation, suspicion and insult. Local children have lower indicators of personal and reactive anxiety, selfesteem, they are more often than migrant children in school classes have high social status (active) and very rarely low (ignored). At the same time, almost half of the migrant children occupy ignored and isolated positions in the group. Among all the children (local and migrants), the impuntive orientation of reactions in the frustration situation is dominant, but migrant children still have an extrapunitive orientation and less expressed intropunitive orientation.
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Christina, Michal, Mohd Yusof Ibrahim, Haryati Abdul Karim, and Prabakaran Dhanaraj. "Factors That Motivate and Militate Undocumented Migrants to Vaccinate Their Children in Sabah, Malaysia." Open Access Macedonian Journal of Medical Sciences 11, E (February 18, 2023): 276–86. http://dx.doi.org/10.3889/oamjms.2023.11508.

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BACKGROUND: Undocumented migrant families face many challenges in bringing their children for vaccination. The recent outbreak of poliomyelitis in Sabah among undocumented migrant children highlights the gap in vaccination coverage among these populations. AIM: This study aimed to determine the factors that influence undocumented migrants in Sabah to vaccinate their children. METHODS: This is a cross-sectional study using a questionnaire developed based on the findings from a qualitative study. This study was conducted in 15 districts of Sabah among the mothers of undocumented migrant children. Multiple Logistic Regression was done to find out the significant factors that influence undocumented migrants to vaccinate their children. RESULTS: A total of 942 responses were collected during the study. About 78.7% of the respondents attended health facilities to vaccinate their children. Only the legal status of the undocumented migrant (adjusted odds ratio [aOR] = 0.15 [95% CI: 0.52–0.43]) remains a significant militating factor for undocumented migrants to vaccinate their children. Two factors, parental trust in health-care providers and vaccines (aOR = 18.24 [95% CI: 8.42–39.51]) and good support system (aOR = 2.65 [95% CI: 1.77–3.97]), remain significant motivating factors that influence undocumented migrants to vaccinate their children. Those who had visited the health facilities for an antenatal check-up (aOR = 25.93 [95% CI: 17.07–39.39]) and delivery (aOR = 93.63 [95% CI: 34.77–257.81]), with income of more than RM 1000 (aOR = 6.09 [95% CI: 3.66–10.12]) have a higher prevalence to bring their children for vaccination. CONCLUSION: In the best interest of public health and to prevent the further re-emergence of vaccine-preventable diseases in Sabah, it is important to address these factors to improve vaccine uptake among undocumented migrant children.
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Dissertations / Theses on the topic "Migrant children"

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Homer, Mona U. "Television and migrant children." Thesis, Homer, Mona U. (1993) Television and migrant children. Honours thesis, Murdoch University, 1993. https://researchrepository.murdoch.edu.au/id/eprint/49734/.

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This study is in the tradition of audience reception research and has its focus on the relationship between television viewing and the everyday life of a group of children, who had recently migrated to Australia from non-English speaking countries. The research method applied in this study is ethnographic, using indepths interviews with the children as well as some observations about the television viewing activity in their homes. In chapter one, I present the theoretical context in which this case study can be located. Chapter 2 discusses the research method and provides profiles of the children. Chapter 3 is concerned with the description of television's place in the lives of individual children, in order to give insight into social and cultural aspects of their television experiences. Chapter 4 examines some common themes in the children's television use, highlighting how the collective experience of being a recent migrant has influence on television viewing. The thesis is rounded off by some concluding remarks.
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Bajic-Hajdukovic, Ivana. "Belgrade parents and their migrant children." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1445991/.

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Anthropologists and other social scientists have striven to explain the causes and brutality of the dissolution of Yugoslavia in the early 1990s and the subsequent wars in Slovenia, Croatia, Bosnia-Herzegovina, and Kosovo. Consequently most subsequent anthropological studies have concentrated on issues of nationalism, genocide, and war crimes. Less attention has been paid to other consequences of this disintegration such as the massive internal and external migration during and after the war. This thesis examines the consequences of this outward migration from urban Serbia since the 1990s. In contrast to studies which concentrate on migrants' experiences, I focus on the relationship between elderly parents in Belgrade and their migrant children in London, New York, Toronto, and Sydney, using a material culture perspective to analyze the transformation of basic kinship ties between parents and children. This perspective provides insights into how people become or resist becoming 'refugees', 'migrants', 'guestworkers', 'Serbs' or 'mothers of emigrants.' Activities such as gifting practices, including those involving food and drinks are shown to have a significant impact upon social status both in countries of origin and destination. During twelve months of ethnographic fieldwork carried out in London and Belgrade in 2005/2006, my research focused on homes, gifts and remittances, all of considerable significance to informants. These provide valuable and original insights into parent-child dynamics in the context of post- conflict migration. The most contested genre was remittances which, contrary to a prevailing development discourse, created humiliation and even disgrace among Belgrade parents more than financial relief and economic security. This forms part of a larger conclusion that for parents, their children's migration from post-1990 Serbia represents not a gain but a permanent, traumatic loss. On a larger scale, this thesis contributes to understanding social transformation and its effect on kinship ties in a post-conflict and post-communist Serbian society.
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Macdonald, Winifred L. "English speaking migrant children in educational and cultural transition." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1322.

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The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction policies for the children led to difficulties and to experiences of cultural dissonance for the families.
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Kilanowski, Jill Francesca Nadolny. "Health disparities carnival and migrant worker children /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154458828.

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Macdonald, Winifred L. "English speaking migrant children in educational and cultural transition." Curtin University of Technology, Faculty of Education, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10503.

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The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular ++
reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction ++
policies for the children led to difficulties and to experiences of cultural dissonance for the families.
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Passarelli, David. "The schooling of irregular migrant children in Canada." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:787a3406-e7ba-4718-b9d7-749718f91b2f.

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This thesis examines the practice of accommodating irregular migrant children in Canadian public schools, specifically, public schools in Toronto, Ontario. Estimates indicate that there are close to 500,000 irregular migrants in Canada; half are thought to be living in the City of Toronto. Since the early 1990s there have been several novel policy developments in Ontario that have facilitated access to public schooling for irregular migrant children. This project seeks to identify the normative ideas that have been appealed to by public authorities in the policy development process. First, a critical review is undertaken of theoretical justifications developed in moral and political theory for extending schooling rights to irregular migrant children in liberal states. Then, arguments put forward by public authorities in Canada for extending or limiting schooling rights are analysed and compared with the dominant normative frameworks in the theoretical literature. This research finds that public authorities at the sub-state level made use of normative arguments that fall outside common theoretical approaches in moral and political theory. Normative arguments at the sub-state level are found to cohere with a fiduciary conception of public authority. It is argued that fiduciary theory provides a systematic and innovative theoretical framework for understanding the normative ideas appealed to by public authorities in practice. Moreover, fiduciary theory makes available the normative resources necessary to provide a strong way of conceptualising the duty of public authorities to educate irregular migrant children. This research contributes both to theoretical scholarship aimed at understanding and conceptualizing obligations to irregular migrant children, and also to the field of Canadian Studies, by contextualizing the policy response to irregular migrant children in Canada over time, demonstrating how specific policy responses reflect shifting normative understandings about belonging, government obligation, national culture(s) of citizenship, and the scope of provision of social welfare services to irregular migrant children.
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Walling, Larry Lee. "Local school district implementation of state migrant policies /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Eshia, Owusuaa. "Streetism : The Lived Experiences of Unaccompanied Migrant Children and their Rights." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-12187.

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This study attempts to explore both the pre-street and the current lived experiences ofunaccompanied migrant children on the streets of Accra and the motivations, contributions,perceptions and the challenges these children face at the point of destination. The study furtherexplores street children‟s views on their rights in terms of their schooling, health care andeconomic participation. The overarching perspective of the study is based on the philosophy and tenets of the socialstudies of childhood. A number of concepts and theories which are very prominent in the studyof children and childhood were used as the underpinning framework of the study. These conceptsare; concepts of agency, participation, social structure, street children, working children, andmigration theory. Unaccompanied migrate children become street children as a result ofmigration. The various social structures that confront these children inflame the agency andcompetent spirit which pushes children to engage in economic participation for their existenceand survival in an unknown destination. These concepts and theories will help in making cogentanalysis and also help put my discussions in focus. One major aim of my study was to give children the voice and the platform to air their views inissues that concerns their own lives. In this child focus research, qualitative research approachand specifically the ethnographic method were adopted in the data collection process becausethese approaches give in-depth analysis on social issues. Data collection tools used includesinterviews, participant observation and focus group discussion. My field work was in Accra(Ghana). In all 15 informants made up of both genders were sampled from two research sites, amarket and a lorry station. The analysis of the study revealed that, there exists manifold variety of childhoods. Children‟slived experiences involve work no matter where they are, either with their families or on thestreet as indicated by the study. The results also indicated that, children‟s motives for migratingcan be linked to personal, family and structural conditions which serve as both push and pullfactors, from and to their destination point. Additionally, the results indicated that children‟swork in their destination point is one of the major activities in their daily lives. Again peerrelations on the street are used as a means to support one another in times of need, and play wasidentified to be a part of children‟s street life. Also evidences from the study indicated thatchildren make contributes towards the well being and the development of themselves, theirfamilies and the society as well. Majority of the children living on the street have no classroomeducation, neither do they have access to “proper” medical care. Finally the study revealed that,children face a number of challenges as a part of their lived experiences on the street. Furthermore the following lessons and conclusions from the study are drawn. It was clear thatstreet children need their work in order to survive because children in the Global Southexperience particular structural conditions which necessitate them to work. The universal modelof childhood cannot be applicable to some categories of children, like the informants in mystudy. Aside the adults‟ defined spaces for children, there exist different spaces in the GlobalSouth were children can occupy, such as the street.
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Mirsadeghi, Rozita. "Migrant children experiences of school : A case study of Iranian children in Trondheim, Norway." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23742.

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Children’s experiences of migration are largely shaped by their experiences of schools in the host society. The present study aims to explore experiences of 15 Iranian immigrant children between the ages of 8-18 living in Trondheim, Norway. More specifically the study seeks to address challenges and difficulties that children face in the host country’s schools, the factors posing such challenges, and the ways that the children negotiated their everyday lives at school. The social studies of children and childhood, and structuration theory have provided a theoretical framework based on which this study has been conducted. Given this, an attempt has been made to recognize children as active agents in their experiences of migration, as well as a social group influenced and restricted by the structural conditions surrounding them. Furthermore, the study tries to explore the experiences of migrant children from the perspective of inclusion\ exclusion. This is a child-focus research, hence, a qualitative research approach, particularly, the ethnography method is used in the process of data collection. Consequently, participant observations, focus group discussion, and in depth semi-structured interviews have been chosen to capture the school experiences of the individuals in detail. The study has found that the feeling of the exclusion has been the most common challenge faced by the participants. Such a feeling has been aroused due to a variety of reasons, such as feeling of isolation on arrival, experiences of bullying or peer rejection, experiences with being stereotyped, and separation from peers due to taking mother tongue classes. Furthermore, the findings of the study have highlighted three underlying factors behind inclusion/ exclusion experiences of the migrant children that can be grouped as effects of un/familiarity with the host language, role of the parents, and the role of the teachers and the schools. Comparing three different types of schools in Trondheim, it was concluded that the schools with large number of migrant children are more successful in absorption and inclusion of their pupils. Study findings also confirm the importance of friendships on the migrant children’s experiences of school. Having intimate relationships enable children to cope better with their challenges and difficulties. In addition, playing and games as means of communication mediator have crucial roles in establishing friendly relations among migrant children, and thus their better inclusion and adjustment to the new situation.
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Adugna, Girmachew. "Livelihoods and survival strategies among migrant children i Addis Ababa." Thesis, Norwegian University of Science and Technology, Department of Geography, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-938.

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This study attempts to explore the livelihoods and survival strategies of migrant children who live on the street or make a living on street based activities in Addis Ababa. It also depicts and analyses the forces behind children’s migration, their encounters and experiences while attempting to cope with the new environment. Structuration theory and livelihood approach were employed as a theoretical framework to address the research problem. Children form a part of the structure of the society, and as actors are struggling to adjust themselves to livelihood constraints. These theoretical frameworks helped to make a more realistic understanding of factors that shape the lives of street children within their society and of how they cope with and/or survive. On the other hand, research with street children can further our understanding or significantly contributes to theories of agency and competency and of risk and resilience. Giddens’ structuration is ontological in its orientation and focuses on theorizing human agency which in turn calls for in depth understanding of the lived experience of individuals. To better understand children and portray their everyday street life, various qualitative data collection methods: participant observation, key informant in-depth interview, focused group discussions have been employed. Giddens’ sees qualitative and quantitative methods as complementary rather than antagonistic aspects of social research. To this end, this study carried out a survey with a sample of fifty street children in four core areas of the city.

Although the problem of street children is understood as an urban phenomenon, the factors exacerbating the problem have their origin in the rural villages. This study confirms that determinants of rural children’s migration to Addis are not dominated by a single factor but caused by a combination of multiple interrelated factors. Chronic livelihood poverty in rural areas of the country which traditionally relied upon subsistence farming, in general, leads children to move to cities to find economic niches in the low paid informal sectors of urban areas. Once in the city, they have to struggle to survive, develop and integrate into the urban environment. As individual case studies implied, children who live on the street do not form a homogenous category. Nor do they earn their living similarly. Rather they adopt a range of survival strategies to confront the challenges of urban street life.

Street children draw diverse forms of assets or resources in the process of earning their livelihoods. Labor is the most important asset which helps street children either to generate income directly through wage employment or indirectly through the production of goods and services which are sold in the informal market. Street children engaged in legal, semi legal and/or illegal activities in order to earn income. Street children often do not have fixed carriers and they usually jump over opportunities often favoring the most rewarding in a particular time. Their livelihood depends on the efforts of a combination of portfolios of activities. Street children interact with each other through multiple networks and over the range of issues and concerns that constitute social life. Although they are economically disadvantaged; they have supportive social networks which act as a buffer against vulnerability, shocks and livelihood constraints. The informal networks support children socially, morally, economically and remain resilient feature in their street life. As survival requires grouping, their relations and way of life is characterized by hierarchies and power relations. The informal network established by street children extends to non-street social actors. In these interactions street children attempt to draw benefits and at the same time want to establish trust.

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Books on the topic "Migrant children"

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L, Martin Philip. Migrant farmworkers and their children. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1994.

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Stephan, Klasen, ed. Well-being of migrant children and migrant youth in Europe. Göttingen: Ibero-Amerika Institut für Wirtschaftsforschung, 2009.

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Earth angels: Migrant children in America. San Francisco, Calif: Pomegranate Artbooks, 1994.

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Atkin, S. Beth. Voices from the fields: America's migrant children. Boston: Little, Brown, 1993.

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Armin, Gretler, ed. Etre migrant: Approches des problèmes socio-culturels et linguistiques des enfants migrants en Suisse. 2nd ed. Bern: P. Lang, 1989.

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Educational Resources Information Center (U.S.), ed. Education of migrant children in the United States. [Washington, DC: National Clearinghouse for Bilingual Education], 1995.

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Educational Resources Information Center (U.S.), ed. Database of schools enrolling migrant children: An overview. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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Agustín, Ruiz-Escalante José, and ERIC Clearinghouse on Rural Education and Small Schools., eds. Instructional strategies for migrant students. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1995.

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Martínez, Yolanda G. Involving migrant families in education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 2000.

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Ju jiao liu dong ren kou zi nü jiao yu: Focus on the education for migrant population's children. Beijing Shi: Gao deng jiao yu chu ban she, 2007.

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Book chapters on the topic "Migrant children"

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Sawyer, Roger. "Children of migrant workers and child migrant workers." In Children Enslaved, 88–109. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003307877-5.

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Goodburn, Charlotte. "Educating Migrant Children." In Spotlight on China, 365–80. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6209-881-7_21.

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Kozoll, Richard H., Margery D. Osborne, and Georgia Earnest Garcia. "Migrant worker children." In Policy and Power in Inclusive Education, 191–201. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003416647-20.

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Yu, Min. "Mobile Children and Migrant Children Schools." In The Politics, Practices, and Possibilities of Migrant Children Schools in Contemporary China, 25–48. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-50900-0_2.

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Ensor, Marisa O., and Elżbieta M. Goździak. "Introduction: Migrant Children at the Crossroads." In Children and Migration, 1–12. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230297098_1.

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Ensor, Marisa O. "Understanding Migrant Children: Conceptualizations, Approaches, and Issues." In Children and Migration, 15–35. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230297098_2.

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Aitken, Stuart C., Kate Swanson, and Elizabeth G. Kennedy. "Unaccompanied Migrant Children and Youth: Navigating Relational Borderlands." In Children and Borders, 214–39. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137326317_13.

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Sellek, Yoko. "Infrastructural Problems — Provision of Education for Foreign Children." In Migrant Labour in Japan, 197–207. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780230288256_9.

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de Block, Liesbeth, and David Buckingham. "Finding a Place: Migrant Children Using Media." In Global Children, Global Media, 94–114. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591646_5.

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Devine, Nesta, Jeanne Pau’uvale Teisina, and Lorraine Pau’uvale. "Teacher Education, Research and Migrant Children." In A Companion to Research in Teacher Education, 471–81. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_31.

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Conference papers on the topic "Migrant children"

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Volkova, Olga, Oksana Besschetnova, and Alla Ostavnaja. "DISTANCE EDUCATION AS A WAY OF SAVING ETHNIC AND CULTURAL IDENTITY OF MIGRANT CHILDREN." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-038.

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The relevance of the research topic is determined by the fact that the number of people involved in the international migration process is increasing annually. On the one hand, it is important to integrate migrant children into the social and cultural system of the host country. On the other hand, it should be taken into account the issue of preserving of their ethnic and cultural identity. In this regard, preserving ethnic and cultural identity of children who migrate with their parents is an important issue. The purpose of this article is to show the opportunity of using distance education methods in preserving migrant children’s ethnical and cultural identity. The research was carried out in 2016-2017 and on the territory of six European countries and in Belgorod region (Russia), and was based on the use of in-depth interviews as well as focus groups with migrants. The results showed the following. First, migrants have difficulties to maintain their ethnic and cultural identity in the host country, it is especially truly for migrant children who much faster than adults can integrate into the host community and lose their ethnic and cultural identity. Secondly, the Internet provides to children an access to wide range of educational resources regardless of the area of their residence. Most of these trainings are conducted in native language, in the traditional ethno-cultural context. Third, the content of distance learning can be individual, depending on age, previous education, personal interests, etc. Fourth, distance education can be used by migrant children as well as the whole migrant community. Fifth, distance education can include a range of disciplines and activities specific to particular ethno-cultural groups of migrants (linguistics, religious studies, history, literature, cooking, crafts, etc.).
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Ibrahim, Hassan, Zhou Jing, and Li Min. "The education of migrant children." In International Conference on Logistics Engineering, Management and Computer Science (LEMCS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/lemcs-14.2014.162.

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"Migrant Children education in Russia." In April 18-19, 2017 Kyoto (Japan). DiRPUB, 2017. http://dx.doi.org/10.15242/dirpub.dirh0417085.

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Koev, Krasimir, and Ana Popova. "Social aspects of the intra-EU mobility." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.16169k.

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The paper presents a topical picture of the intra-EU mobility on the basis of officially published quantitative data. Several social aspects of this type of internal migration are discussed and analyzed, such as: risks for the health, education and socialization of the migrant children; risks for the stability of the migrant families; demographic and social consequences for the EU countries which are reported as the biggest sources of intra-EU mobility. The official statistical data are compared with the results of the authors’ study on socialization deficits for the children from so called “transnational families”, where one or both parent are labor migrants and have left their children to the care of relatives in the country of origin. The comparative results serve as a basis of conclusions about the negative social impact of the intra-EU mobility on the migrant families and especially on their children.
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Fajar, Mr. "The Role Of Migrant Workers' Village (Kampung Buruh Migran/KBM) in Establishing a Free School For Migrant Children." In Proceedings of the International Conference on Rural Studies in Asia (ICoRSIA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icorsia-18.2019.6.

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Konstantinov, V. V., E. A. Klimova, and R. V. Osin. "Socio-psychological adaptation of children of labor migrants in the conditions of preschool educational institutions." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.143.155.

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In the modern world, labour migrants come to developed countries with their children, including children of preschool age, in search of better jobs. It is children who are most vulnerable in the framework of the migration process as they need to adapt to life in a new multicultural environment. Today, in fact, there is absence of fundamental developments aimed at solving difficulties of an adaptation process for children of labour migrants who have insufficient experience in constructive sociopsychological interaction and are involved in building image representation systems of significant others and of their own selves. The paper presents results of an empirical study implemented on the basis of preschool educational institutions of the Penza region in which 120 children of labour migrants participated between the ages of 6–7 years. Authors conclude that children of labour migrants are the most vulnerable social group in need of psychological support. Most pronounced destructive impact on a pre-schooler’s personality is expressed in a child-parent relationship. As main effects of a maladaptive behaviour of children from migrant families we can highlight: expressed anxiety, decreased self-esteem, neurotic reactions in social interaction, identification inconsistency, reduced social activity, intolerance of otherness and constant stress due to expectations of failure. Most children from migrant families express decreased or low self-esteem. The nature of a parent-child relationship is expressed in a collective image of a parent, in particular the image of the mother, and acts as an indicator of well-being / dysfunction of a child’s personal development, his attitude to the world and his own self.
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Mateus, Sandra, and Teresa Seabra. "MIGRANT STUDENTS SUCCEEDING IN PORTUGUESE SCHOOLS: THE CASE OF BRAZILIAN MIGRANT CHILDREN." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1268.

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ARDALYANOVA, Anna. "MIGRANT FAMILIES CHILDREN: RUSSIAN AND FOREIGN STUDIES." In Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-169-170.

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Shui, Bo, Hanyu Guo, Haoyang Li, Chufan Shi, and Xiaomei Nie. "Community Tour: An Expandable Knowledge Exploration System for Urban Migrant Children." In IDC '23: Interaction Design and Children. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3585088.3594484.

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Albert, Isabelle, and Dieter Ferring. "Intergenerational Family Relations in Luxembourg: Adult Children and their Ageing Parents in Migrant and Non-Migrant Families." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/gvui1243.

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Whereas most studies in the context of acculturation research have focused so far on family relations between first generation parents and their second generation children in adolescence, the present study draws its attention on immigrant families at later stages in the family life cycle. This study is part of the FNR-funded project on “Intergenerational Relations in the Light of Migration and Ageing – IRMA” in which a cross-cultural comparison of altogether N = 120 Portuguese and Luxembourgish triads of older parents and their adult children, both living in the Grand-Duchy of Luxembourg, is envisaged. The aims of this project are, firstly to examine similarities and differences in family values, internalized norms and mutual expectations of older parents and their adult children in migrant and non-migrant families; secondly, to analyze in how far an acculturation gap respectively a generation gap might have an impact on the relationship quality between parents and their adult children; thirdly and related to this, to explore subjective well-being (SWB) of all involved family members. Results are discussed in the framework of an integrative model of intergenerational family relations in the light of migration and ageing.
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Reports on the topic "Migrant children"

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Villegas, Leslie. Increasing accountability for the education of migrant children. Emerald, August 2021. http://dx.doi.org/10.35241/emeraldopenres.1114911.1.

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Dar, Anandini, and Divya Chopra. Co-Designing Urban Play Spaces to Improve Migrant Children’s Wellbeing. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.044.

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Between 2001 and 2011, India’s urban population increased from almost 28 per cent to just over 31 per cent. Almost 139 million people migrated to cities (mainly Delhi and Mumbai), often bringing their children with them. Most live in poverty in informal settlements that lack basic infrastructure and services. Their children are often out of school and have no safe spaces to play. The United Nations Convention on the Rights of the Child (UNCRC), ratified by India in 1989, recognises children’s right to play as fundamental to their social, emotional, and physical wellbeing. Urban planners need to involve children in co-designing better neighbourhoods that accommodate children’s right to play.
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Oeur, Il, Sochanny Hak, Soeun Cham, Damnang Nil, and Marina Apgar. Exploring the Nexus of Covid-19, Precarious Migration and Child Labour on the Cambodian-Thai Border. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.035.

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This report shares findings from qualitative research on the impacts of Covid-19 on Cambodian migrant workers in four sites along the Cambodia-Thai border. Government restrictions in Thailand and the border closure in February 2020 led to job losses and reduced working hours, and ultimately to an increase in the rate of return migration. Return migrants were forced to use informal points of entry with the facilitation of informal brokers, facing increased costs and risks and, in the process, becoming undocumented. This report shows an unequal access to health services between documented and undocumented migrants. Even in the context of Covid-19, some migrants continue to travel with young children who support the family, mostly through light agricultural work. URI
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Xiao, Haixiang, Junjun Hou, Min Chen, Weiping Deng, Chuanchen Zhao, Jihong Zhou, and Xiaolu Liu. Eradicating Absolute Poverty in Hunan Province, People’s Republic of China. Asian Development Bank, December 2021. http://dx.doi.org/10.22617/wps210460-2.

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This paper describes the specific poverty reduction practices applied in Hunan Province, People’s Republic of China. Government-subsidized programs are aimed at elderly living in poverty, people with disabilities, and migrant workers and their left-behind children. They reduce poverty mainly by building a support system for living, housing, medical care, old-age care, education, and employment. Tailored financial support are also intended for natural resources of poverty-stricken areas to be used in developing industries and forming self-development capabilities to eradicate poverty, including through industrial development, employment, and financial tool utilization.
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Darmody, Merike, Frances McGinnity, and Helen Russell. CHILDREN OF MIGRANTS IN IRELAND: HOW ARE THEY FARING? ESRI, March 2022. http://dx.doi.org/10.26504/rs134.

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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Hilbrecht, Margo. Interlinkages Between Demographic Change, Migration, and Urbanization in Canada: Policy Implications. The Vanier Institute of the Family, January 2024. http://dx.doi.org/10.61959/s240303r.

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Megatrends affecting families are closely interconnected. Demographic change occurs as families adapt to changing social, economic, cultural, and environmental contexts. This change, in turn, can prompt migration both within and across national boundaries. Migration is linked to increasing urbanization as families seek to improve their wellbeing through resources typically concentrated in urban areas. Even so, as families migrate to urban areas, they may struggle to find adequate and affordable housing, sufficient food, suitable employment, care for dependent children and adults, and accessible health care. These challenges motivate us to examine how governments and civil society organizations are attempting to ensure the wellbeing of families under such transition and uncertainty. This paper explores interlinkages between three megatrends identified by the United Nations1that affect family wellbeing—demographic change, migration, and urbanization—with consideration of policy implications for families in Canada. The focus is on two leading demographic trends common to other high-income nations: decreasing fertility rate and aging populations. Another demographic trend, the increasing proportion of immigrant populations in Canada, is also examined with attention to consequences for family wellbeing.
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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