Jun 08, 2026

A Methodological Audit of Resilience Interventions for Immigrant Students: Protocol for a Systematic Review

DOI
https://dx.doi.org/10.17504/protocols.io.e6nvwxpwdgmk/v1
  • Miriam Sánchez-Hernández1,
  • Magdalena Gómez Díaz1,
  • Dolores Jordán Villarrubia1,
  • Estela M Pérez-Gimenez1,
  • Eduardo Carrión García1,
  • Javier Sánchez Gálvez1,
  • Eva Vegue-Parra1
  • 1Fundación Universitaria San Antonio (UCAM), Murcia, Spain
  • Miriam Sánchez-Hernández: ORCID: 0000-0003-4938-1505
  • Magdalena Gómez Díaz: ORCID: 0000-0002-4441-0322
  • Dolores Jordán Villarrubia: ORCID: 0009-0000-6169-5676
  • Eduardo Carrión García: ORCID: 0000-0002-9354-2284
  • Javier Sánchez Gálvez: ORCID: 0000-0001-7430-7775
  • Eva Vegue-Parra: ORCID: 0000-0001-8135-4262
evegue VEGUE PARRA
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DOI: https://dx.doi.org/10.17504/protocols.io.e6nvwxpwdgmk/v1
External link: https://www.crd.york.ac.uk/PROSPERO/view/CRD420261405388
Protocol Citation: Miriam Sánchez-Hernández, Magdalena Gómez Díaz, Dolores Jordán Villarrubia, Estela M Pérez-Gimenez, Eduardo Carrión García, Javier Sánchez Gálvez, Eva Vegue-Parra 2026. A Methodological Audit of Resilience Interventions for Immigrant Students: Protocol for a Systematic Review. protocols.io https://dx.doi.org/10.17504/protocols.io.e6nvwxpwdgmk/v1
Manuscript citation:
License: This is an open access  protocol  distributed under the terms of the  Creative Commons Attribution License,  which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
Protocol status: Working
We use this protocol and it's working
Created: June 03, 2026
Last Modified: June 08, 2026
Protocol  Integer ID: 318486
Keywords: psychological resilience, resiliency, immigrant students, displaced adolescent, interventions, programs, ECA, Resilience, Refugees, Adolescent, Humans, mental health of immigrant student, interventions for immigrant student, methodological audit of resilience intervention, resilience intervention, psychosocial interventions with cochrane standard, targeting immigrant student, psychological resilience, immigrant student, social psychiatry research with clinical standard, existing resilience, social psychiatry research, transparency of these intervention, psychosocial intervention, international clinical standard, intervention, cochrane standard, cochrane library, robust cohort study, systematic review, mental health, auditing intervention material, cochrane risk, building intervention, controlled trial, research into reliable evidence, translation of research, practical guide for researcher, cochrane risk of bias, clinical standard
Funders Acknowledgements:
European Commission.
Grant ID: Action Type: KA220-SCH, Project ID: 77942587
Disclaimer
There are no conflicts of interest among the members of the research team. The protocol is part of the research carried out within the ERASMUS+ Project (ID: 77942587): Promoting academic achievement and inclusion of students through resilience building (UpRES).
Abstract
**Background Psychological resilience is fundamental for the educational inclusion and mental health of immigrant students. However, the current evidence base remains fragmented across various disciplines, exhibiting significant conceptual ambiguity and a scarcity of randomized controlled trials (RCTs). There is an urgent need to align social psychiatry research with clinical standards to transform "living" research into reliable evidence for educational policy.

**Objectives This systematic review aims to conduct a methodological audit of existing resilience-building interventions for immigrant students. The primary objective is to determine the technical quality, certainty of evidence, and reporting transparency of these interventions according to international clinical standards (Cochrane and TIDieR).

**Methods The search will be conducted across 10 multidisciplinary databases, including MEDLINE, ERIC, and the Cochrane Library. Studies will be selected using the PICO framework, specifically targeting immigrant students aged 12–15. We will include RCTs and robust cohort studies. Methodological quality will be audited using the Cochrane Risk of Bias 2.0 (RoB 2.0) tool and NIH quality assessment tools. Certainty of evidence will be rated via the GRADE system. Reporting transparency will be evaluated through the TIDieR checklist. Findings will be integrated through a systematic narrative synthesis organized within a multi-level socio-ecological framework.

**Expected Results The review will identify critical gaps in reporting transparency and methodological rigor. By auditing intervention materials and randomization processes, this study will provide a practical guide for researchers to align psychosocial interventions with Cochrane standards, facilitating the translation of research into evidence-based educational policy.
Guidelines
This protocol follows the guidelines set by the PRISMA-P Checklist (adapted for methodological auditing), as well as the guidelines of the Cochrane protocol.
Safety warnings
At the time of this protocol submission, the initial search has been completed and screening is underway.
Ethics statement
As this study is a systematic review and methodological audit of existing literature, no ethical approval is required.
Before start
This protocol is the one that will be applied in the systematic review carried out within the framework of the ERASMUS+ project (ID: 77942587): Promoting academic performance and inclusion of students through the development of resilience, and is shared here, as open science, with the aim of facilitating its replication.
1. Introduction
The rationale for this systematic review is based on the critical need to bring methodological rigour and conceptual clarity to the field of resilience among immigrant and refugee students, based on the following key points:
Rigour and Transparency Gap: Despite the abundance of studies, there is a lack of synthesis that meets the level of rigour of the Cochrane Handbook as applied to social psychiatry. A systemic 'transparency gap' has been identified: less than 8% of studies adequately report on intervention materials (manuals or guidelines), making successful programmes virtually impossible to replicate in other schools.
Conceptual Ambiguity: The current literature exhibits terminological fragmentation. There is a debate between those who define resilience as a static personality trait and those who view it as a dynamic, multi-level process of adaptation. This review aims to examine how the concept has been operationalised in order to move the discipline towards process-based models.
Metric Heterogeneity: There is a high degree of inconsistency in the use of measurement scales (such as the fragmentation between CD-RISC, CYRM and BRS), which prevents robust meta-analyses and hinders the translation of findings into reliable public policies.
Social and Educational Urgency: The rise in the number of children displaced by global crises (such as in Ukraine or the Middle East) is placing pressure on education systems. PISA 2022 data show significant performance gaps between native and immigrant students; strengthening resilience is a key factor in improving their academic success and inclusion.
Rationale and the Rigor Gap: Psychological resilience is increasingly recognized as a dynamic, multilevel process involving biological, psychological, and social factors rather than a static personality trait. Despite the proliferation of studies, the field faces a significant "rigor gap" characterized by a lack of global consensus on resilience indicators and a critical scarcity of randomized controlled trials (RCTs). Most research relies on cross-sectional designs, which prevents the establishment of causal inferences or the tracking of adaptation trajectories over time. Under the Up-Res project framework, this review adopts a tripartite conceptualization of resilience:
  • Resilience as a Trait: A robust constitution or static individual quality.
  • Resilience as a Process: A dynamic path of adaptation and negotiation between the individual and their socio-ecological environments.
  • Resilience as an Outcome: The maintenance of normal functioning or positive mental health following significant adversity.
The Transparency Gap: A major obstacle to the practical application of resilience research is the "transparency gap." Without the standardization of reporting materials and procedures, resilience risks remaining a vague concept rather than an effective, replicable tool for educational inclusion.

2.Eligibility Criteria (PICO)
Research question: To what extent does current psychosocial literature meet Cochrane-level standards of rigor, and what methodological adaptations are necessary for evidence-based policy in non-clinical settings?
Population: IncludedTeenagers from immigrant or refugee backgrounds, with a particular focus on those aged 12 to 15 (in line with the PISA assessment frameworks).
Intervention(s) or exposure(s): Included Standardised, structured psychoeducational intervention programmes designed to build resilience.
Comparator(s) or control(s): Included Active control groups (other activities) or passive control groups (waiting list)
Study design: Both randomized and nonrandomized study types will be included. Included -Randomized Controlled Trials (RCTs) and Three-arm Clustered -Parallel-Assignment Trials. -Operational Epidemiology (cross-sectional research design). -Qualitative Research (Phenomenological analysis and semi-structured focus group interviews). -Mixed-methods feasibility studies.
Context: The review focuses on school-based and community-based environments specifically within host countries. The primary settings are secondary schools (Grades 5 to 8) and educational centers that host a high density of displaced students. Eligible studies must take place in social or educational ecologies that allow for the extrapolation of results to the European educational framework, prioritizing urban public schools and multi-ethnic classrooms where "newcomer" students are integrated
3. Search Strategy
The search will utilize MeSH terms and Boolean operators adapted for each platform. The search string is as follows: ("psychological resilience" OR "resiliency") AND ("immigrant students" OR "displaced adolescents") AND ("interventions" OR "programs" OR "ECA")
Data bases: The main sources to be searched are CINAHL - Cumulative Index to Nursing and Allied Health Literature, ERIC - Education Resources Information Center , MEDLINE, PsycINFO, PubMed and Scopus, Psychology and Behavioral Sciences; Academic Search Ultimate; Education Source; Scielo; Cochrane Lybrary
4. Data extraction
Study Selection and Data Extraction: Initial records will be managed using Rayyan software. The screening process will involve a blind screening phase where titles and abstracts will be evaluated independently by pairs of reviewers. Discrepancies will be resolved through mutual discussion; if a consensus is not reached, a third senior auditor will mediate the final decision. Data extraction will be conducted by independent pairs using standardized forms to collect population characteristics, intervention components, and quantitative results.
5. Quality Assessment and Audit Tools:
Quality Assessment and Audit Tools: The methodological audit will employ four specific tools to ensure clinical-level rigor:
Table 2. Methodological Audit and Quality Assessment Tools
AB
Tool Audit Objective
Cochrane RoB 2.0 Audit of internal validity, focusing on randomization, deviations from intervention, and selective reporting.
NIH Tools Categorization of overall study robustness as "Good," "Fair," or "Poor" based on design-specific criteria.
TIDieR Checklist Audit of reporting transparency regarding materials, procedures, dosages, and implementation fidelity.
GRADE System Rating the certainty of the overall evidence (High, Moderate, Low, or Very Low).
OUTCOMES TO BE ANALYSED
Psychological Resilience: This is the primary outcome par excellence. Data are collected on changes in resilience levels measured through three key scales that address different dimensions of the construct: CD-RISC: Assesses resilience as an individual capacity or trait (adaptability and tenacity). CYRM (12/32): Measures resilience from a socio-ecological perspective, including family and community support. BRS: Focuses specifically on the capacity for recovery or "bouncing back." Emotional Well-being: Assessment of the adolescent's overall mental health and psychological balance following the migration or refugee process.
Additional outcomes Mental Health Symptoms: Anxiety and Depression: Data on symptom reduction using scales such as RCADS or CDI. PTSD Symptoms: Specifically, traumatic intrusion and avoidance in populations displaced by armed conflict. School Adjustment and Functioning: SDQ Questionnaire: Assesses emotional difficulties, behavioral problems, hyperactivity, and prosocial behavior. School Connection: The sense of belonging and connection with the educational institution. Technical Audit Parameters (Exclusive to WP2): Transparency (TIDieR): Data on the availability of manuals, guides, and implementation fidelity. Risk of Bias (RoB 2): Evaluation of the internal validity of the studies (randomization process, missing data, selective reporting). Certainty of Evidence (GRADE): Overall rating of confidence in the results (from "High" to "Very Low"). Population Variables: Demographic data such as age (focus on 12-15 years), length of residence in the host country (limit of 5 years for "newcomers") and migratory status.
A systematic narrative synthesis will be performed instead of a meta-analysis. This decision is justified by significant metric heterogeneity, involving divergent scales such as the CD-RISC, CYRM, and BRS. These scales measure divergent constructs, specifically resilience as a "stable trait" versus a "dynamic response to stress," making quantitative pooling inappropriate.
Findings will be categorized and synthesized into four levels:
  • Individual: Psychological processes, self-regulation, and adaptive traits.
  • Interpersonal: Family support and peer relationship dynamics.
  • Community: School ecology, social cohesion, and the role of educational institutions as safe environments.
  • Structural: Institutional policies, legal frameworks, and macrosocial factors conditioning inclusion and well-being
The protocol stipulates that all critical phases, such as title and abstract screening and data extraction, are performed by the authors working in pairs of independent reviewers. This method ensures compliance with PRISMA standards and guarantees inter-rater reliability.
Arbitration and Mediation Mechanism: To resolve discrepancies or conflicts in study selection, the protocol includes a system of mutual discussion to reach consensus. Should disagreement persist, mediation by a third senior auditor from the research team is contemplated.
Blind Screening: The "blind screening" function of the Rayyan platform was used. This allows each member of the review pair to make decisions about study inclusion independently and without knowing the other's decision, thus minimizing selection bias.
The protocol has been registered on the PROSPERO platform as an external transparency audit, as it requires the declaration of methods and expected results before the review begins, preventing the selective reporting of positive results.
The protocol design has been internally validated to align with the standards of the Cochrane Handbook and the TIDieR checklist.
6. Discussion and Dissemination
Impact: This audit will identify the structural barriers preventing the scaling of resilience interventions.
Dissemination Plan: Findings will be submitted for publication in peer-reviewed journals specializing in social psychiatry and educational psychology. Results will also be shared at academic conferences and within health service contexts.

Protocol references

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  13. European Commission. Submitted Proposal KA220-SCH-77942587: Up-Res Promoting academic achievement and inclusion of students through resilience building. 2024.
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Acknowledgements
We are grateful for the support and funding of the ERASMUS+ project (ID: 77942587): Promoting academic achievement and inclusion of students through the development of resilience.