Promoting the Well-being of Refugee Students Through a Kawa-Guided Occupational Therapy Intervention: A Mixed-Methods Study

Background: Refugee students newly enrolled in U.S. schools encounter academic, socialization, and mental health challenges because of trauma, language barriers, and cultural differences. Many have had limited or interrupted access to formal education in their home country. This study aimed to gain the perspectives of refugee students on their lived experiences and explore the impact of an occupational therapy intervention guided by the Kawa model on the well-being of this student population. Methods: The researchers employed a convergent mixed-methods design. Refugee students (n = 8) created Kawa models, which provided rich, qualitative data. Participants completed pre and posttest surveys. Quantitative data gathered from surveys were used to measure students' understanding of their supports and barriers. Results: All participants demonstrated a 49% positive change in their perceived knowledge of their strengths, challenges, and supports. Qualitative analysis of participants’ Kawa creations revealed multiple collective themes throughout the migration stages of refugee students. Conclusion: This study's findings support existing evidence that culturally sensitive, person-centered interventions, such as one guided by the Kawa model, result in positive outcomes for refugee students. As school districts examine equitable practices for refugee children, occupational therapy support guided by the Kawa model may be a valuable contribution.