Socioemotional Well-Being and Literacy in Syrian Refugee Children: Long-Term Outcomes Post-Resettlement

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Abstract
Many refugee children face challenges that negatively affect behavioral and academic outcomes post-resettlement. The present study explored socioemotional well-being (SEWB) and language and literacy skills in Syrian refugee children (N=60, Mage=13.63) in the longer-term (1-13 years) after resettlement in Canada. SEWB was assessed using the Strengths and Difficulties questionnaire. Language and literacy skills were assessed with a comprehensive battery of standardized measures. Although most participants exhibited typical SEWB, a significant portion exhibited low SEWB. Participants displayed difficulties in all language and literacy skills. Low SEWB was found to be significantly related to poor word reading, phonological awareness and passage comprehension. Time since resettlement was not related to SEWB or literacy, suggesting literacy difficulties persist post-resettlement. Our findings demonstrate a relation between SEWB and academic outcomes, and show the importance of interventions that bolster not only academics, but the mental health needs of target populations.