School-based health promotion interventions targeting humanitarian migrant children: A narrative review
Notice bibliographique
Résumé
Humanitarian migrant children frequently have health issues due to their difficult migration experiences; this is especially true regarding mental, general, and oral health. School staff in their host countries are well-placed for contributing to promoting these children's health and wellbeing. This narrative review originally aimed to understand how school staff can assist humanitarian migrant children with promoting oral health and accessing oral health services. The dearth of literature opened a broader consideration for how lessons learned from experiences with health more broadly can be applied to oral health promotion. A narrative review methodology was employed. Four databases (Ovid Medline, Ovid EMBASE, CINAHL, and ERIC) were searched with relevant MeSH terms and keywords from which we constructed a PRISMA flow diagram. Thematic analysis was used to analyze the included papers. Our final review included 43 papers. Most focused on mental health; no literature addressed oral health. School staff identified humanitarian migrant children's health issues, provided health information to these children, and referred some to health professionals inside and outside school. Challenges preventing staff from intervening effectively included their lack of health-related competence, insufficient time and resources, systemic barriers to accessing health services (e.g., legal status and logistics), cultural and linguistic barriers, and racism and discrimination. Facilitators included establishing trust and safety, involving families, bridging cultural and linguistic gaps, coordination collaboration among school staff and between school staff and health services, and integrating health services in school. Schools are important portals for humanitarian migrant children's health. School staff can make an important impact on humanitarian migrant children's health, and especially so if the many barriers are addressed. While staff may be engaged in promoting oral health, we found no literature addressing oral health. More research on oral health interventions for humanitarian migrant children in schools can shed light on processes that may be specific to oral health promotion for these children. • Schools are portals for supporting migrant children's health. • School staff help children by identifying needs, conditions and making referrals to professionals. • Barriers: staff's lack of knowledge, time, resources; systemic issues, cultural gaps, stigma. • Facilitators: trust, family engagement, bridging cultures, collaboration, school services. • More research is needed on how schools can promote oral health.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,029 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,003 |
| Bibliométrie | 0,006 | 0,006 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».