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This paper describes how various community partners collaborated to design and implement a student-centred, trauma-informed educational program that addresses the personal and systemic barriers identified by refugees who are survivors of trauma as obstacles to accessing higher education, and consequently social inclusion, in Canada. This 14-week program created a safe space where participants could rebuild identities, agency, and confidence and develop healthy relationships of trust and mutual respect. Measures of well-being and qualitative interviews conducted at entry, mid, and exit points showed statistically significant improvements on measures of self-esteem, resilience, and life satisfaction and overall satisfaction with the program.

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Cognitive remediation (CR) is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integrated within supported education contexts. In this study CR was examined in a supported education context with 16 individuals with psychosis. The findings indicated that CR aligned well with the academic curriculum with very low attrition, was found useful by students, and showed similar pre-post differences on cognitive measures as those found in previous work. [ABSTRACT FROM AUTHOR]

The refugee influx in the European context has challenged national systems and individual higher education institutions to develop and iterate solutions for prospective and, increasingly, enrolled university students. In the German setting, enormous federal investment has supported a robust response, though one which in several aspects lacks cohesion. This paper discusses possible implications of refugee student enrolment in German universities, and offers recommendations for policy initiatives in the same context. Key proposals include: revisiting the numerus clausus admissions system; expanding the existing student services model; emphasizing an early focus on subject-specific language proficiency (Fachsprache); emergency funds for small student expenses; the development of internships for refugee students; and support for student and staff collaboration and information sharing at both the state and federal levels. [ABSTRACT FROM AUTHOR]