Newcomer youth often face complex linguistic and socioemotional challenges in new educational settings, including cultural adjustment stress, disrupted schooling, and limited access to culturally responsive mental health supports. Despite the growing implementation of social-emotional learning (SEL) curricula in educational contexts (citations needed), few programs are designed specifically for refugee, asylee, and immigrant youth in multilingual, under-resourced school settings.

This poster presents the implementation and evaluation of Mindful Superheroes, a mindfulness-based SEL pilot program administered through Baltimore City Community College’s Refugee Youth Project with primary and secondary students. The program was integrated into an existing afterschool program at three public schools in Baltimore City, serving 77 students, with seven teachers implementing the curriculum using a structured teacher’s guide and student-facing activity books. Mindful Superheroes included student materials, instructor resources, and a structured curriculum addressing themes of transition, belonging, wellbeing, and emotional expression, including a dedicated chapter designed specifically for refugee and immigrant youth. Lessons incorporated opening circles, guided breathing practices, emotional vocabulary development, reflective activities, and group discussions designed to support multilingual learners across developmental stages.

Program evaluation drew on multiple qualitative data sources, including surveys, weekly reflections, and focus groups with instructors and program administrators. Analysis examined patterns of student engagement, emotional expression, peer affirmation, participation, and classroom climate. Preliminary findings indicate high student engagement, increased emotional expression, strengthened peer relationships, reduced peer conflict, and improved classroom climate.

This poster highlights a replicable, low-barrier SEL model that bridges theory and practice and offers evidence-informed strategies for supporting refugee, asylee, and immigrant youth in school and community-based programs, contributing to interdisciplinary conversations in education, psychology, and community-based learning.

Authors:
Shaza Ibrahim, Baltimore City Community College, United States
Gina Karlin, Baltimore City Community College, United States

About the Presenter(s)
Shaza Ibrahim is the Refugee Program Manager at Baltimore City Community College, where she leads education and social-emotional learning initiatives serving refugee and immigrant youth, families, and older adults. Her general interests include immigrant and refugee mental health, culturally responsive social-emotional learning, youth engagement, and community-based program design. She is currently leading the pilot and evaluation of Mindful Superheroes, a mindfulness-based SEL program implemented through the Refugee Youth Project to support emotional regulation, belonging, and resilience among elementary and middle school students.

Connect on Linkedin
https://www.linkedin.com/in/shazaibrahim/

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