Higher education and forced migration: An evaluation of psychosocial support provided for Syrian refugees and the Jordanian host community

Access to higher education as well as obtaining an academic degree is burdensome for Syrian refugees and socially disadvantaged Jordanians. The two social groups also show an increased vulnerability to mental disorders. The present study evaluates if the provided psychosocial support is socially and emotionally helpful for 75 students (35 Syrian refugees; 40 socially disadvantaged Jordanians) in a scholarship programme for Masters studies in Jordan. Both social groups were expected to report vulnerability to depression and anxiety. Females were assumed to be more vulnerable. Psychosocial support measures were presumed to be evaluated positively. Females were expected to evaluate academic support more positively than males, whereas Syrians were anticipated to perceive the social support more positively than Jordanians. A total of 21 Syrian and 22 Jordanian scholarship holders filled out a questionnaire for assessing their levels of depression and anxiety, ratings of the provided psychosocial support measures and perceived social support by staff of the scholarship programme. Quantitative data analysis confirmed the provided psychosocial support to be helpful. Psychosocial support is socially and emotionally helpful for Masters students of the given groups. Differences in gender and nationality should be considered, when designing psychosocial support measures.