How does a child's foundations affect their integration?
Since services come into contact with child migrants at some point after they have arrived in a new country, it can be easy to assume that this is when the process of integration begins. However, a child's support needs are profoundly impacted by: (i) their formative experiences; (ii) what happens to them to make them leave their own (or previous) country; and (iii) their experiences on the journey to the new country. This is also linked to age and development and whether a child or young person travelled alone or with other people.
Reasons and circumstances for the move to the new country must be understood as these will directly affect integration. For example, a CYP that has been forced to leave their country due to conflict or war is likely to carry traumatic memories, which can result in long-term mental health problems including depression and post-traumatic stress disorder (PTSD). A forced move may also affect the CYP's willingness to engage and their level of commitment to living in a new country, and therefore their response to services. Conversely, a move driven by a desire to seek a better life may lead to more positive feelings towards, and easier adjustment to, the new country. Where CYP are sent abroad by parents to work and are expected to send remittances to their families, additional stress may be placed on children.
Relationships shape development
The quality of a child's significant relationships shapes the way that they see the world and are able to develop to their full potential.
Attachment to a consistent, responsive caregiver is critical in the early years of childhood but remains significant throughout childhood and youth, and a CYP transports the experiences of their relationships with their family, irrespective of whether the child moves with their family, the family remains in their home country, or the family members die. Disrupted attachments, due to separation and loss of family members, or a carer's inability to meet a child's needs, can have a profound impact on the well-being of the child in the present as well as the way in which CYP are able to form relationships in the future.
If basic needs have been unmet prior to movement, as well as during the journey – for example where a child has missed out on schooling, opportunities for play, and health and dental care – the child may not only have significant health problems or acquired disabilities, but their cognitive, physical, emotional and social development may all be less than would be expected for the chronological age of that child under normal circumstances.
By contrast, CYP who have had to take on great responsibility at a young age, for example by working to provide for family or by travelling alone, may appear much more mature than they are emotionally, and be resistant to allowing a new caregiver, such as a foster carer, to take back some responsibility. Resistance to support can be magnified by cultural factors and cause tension, not only with caregivers but also with laws and processes in the new country. For example, where they are not allowed to be employed, where their movements are more regulated, or when their understanding of gender roles and other social norms are challenged.
Impact of abuse, exploitation and neglect
Finally, experiences of abuse, exploitation and neglect, either in their home country or during the movement itself, may impact the CYP's development and experience in the new country, and as a consequence, the process of their integration. Children and young people who have experienced trafficking or who have entered countries illegally/informally may be less likely to seek help or trust services once they arrive in a new country. They may also have been warned by those involved in facilitating their transport to avoid police and other authorities in order to avoid being detained or returned.
Key actions and considerations for service providers:
- Ensure that a range of services are available at the point of reception and after immediate arrival. Along with basic needs and housing/ care provision, these should also include health, education, recreation and psycho-social support services, including specialist mental health services.
- Services provided must be age and developmentally appropriate and CYP should be able to access mainstream services such as education as soon as possible, including language support.
- Individual assessments must be holistic and focus on all dimensions of well-being. Assessments should be shared to prevent continual reassessment. This may require sharing of information and protocols for joint working.
- Assessments should consider the formative experiences of CYP and their migration journey and the impact this has had on the CYP.
- Specialised training should be given to staff and volunteers to support CYP; this should include identifying and supporting those with underlying emotional and psychological needs or those who may have experienced trauma.
- Cultural mediation and orientation for CYP in their new setting is essential. Information should be translated into first languages.
- The impact of family should be considered, and services should provide families with appropriate support. This includes facilitation of contact between CYP and family members from whom they are separated, if the CYP wishes for this to happen.
- Agencies and service providers need to coordinate to facilitate smooth care planning and the transition from 'immediate support' to appropriate 'longer-term' care arrangements.
- Where possible and safe, and with the consent of CYP, links should be made with agencies and service providers in countries that the CYP has lived in/travelled through in order to ensure the background and situation of children is comprehensively understood.
- Advocacy may be required to ensure appropriate services are provided. This may involve work with other agencies and service providers to advocate for specific services for CYP as well as for the revision of policies, frameworks and the availability of funding.