iiinova — where your digital self keeps evolving

Jackie Wahba @jackiewahba.bsky.social · 28/05/2026

My new paper on "Natives’ attitudes and immigration flows to Europe" with @valediiasio.bsky.social, just out in OEP. tinyurl.com/y2fycb4k

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Reposted by Jackie Wahba

ESRC Centre for Population Change and Connecting Generations @cpc-cg.bsky.social · 19/03/2026

📗 NEW CPC-CG Policy Briefing by @jackiewahba.bsky.social shows how improving #immigrant pupils’ competence in their host country #languageskills strengthens belonging, reduces bullying and benefits the wider #school environment: www.cpc.ac.uk/res/docs/PB9... @populationeu.bsky.social

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Reposted by Jackie Wahba

ROCKWOOL Foundation Berlin @rfberlin.bsky.social · 16/02/2026

New Discussion Paper from RFBerlin! Yu Qin, @mvlass.bsky.social, and @jackiewahba.bsky.social investigate how host-country language influences immigrant students’ school integration. How important is language for educational inclusion? 🔗 www.rfberlin.com/wp-content/u...

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Reposted by Jackie Wahba

ESRC Centre for Population Change and Connecting Generations @cpc-cg.bsky.social · 12/02/2026

📑 CPC-CG members @valediiasio.bsky.social, @corradogiulietti.bsky.social & @jackiewahba.bsky.social discuss their analysis of @usociety.bsky.social data examining the uneven social consequences of #Brexit in the UK and how it affected the mental health of ethnic minority youth ⤵️ @bspsuk.bsky.social

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Academy of Social Sciences @acadsocsciences.bsky.social · 19/06/2025

Our newly elected trustee ‪jackiewahba.bsky.social‬ is Prof of Economics at @unisouthampton.bsky.social‬. An applied labour economist specialising in international migration & displacement, Jackie is a Founding Fellow of @resmedia.bsky.social‬. bit.ly/4e6sBhM

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Reposted by Jackie Wahba

ESRC Centre for Population Change and Connecting Generations @cpc-cg.bsky.social · 15/05/2025

🔖 #Workingfromhome has not meant greater geographical spread of talent to level up #economy Findings from CPC-CG's @jackiewahba.bsky.social @unisouthampton.bsky.social & McCollum @standrewssgsd.bsky.social + @unibirmingham.bsky.social, @dmuleicester.bsky.social, UAL ▶️ www.cpc.ac.uk/news/latest_...

Image shows front cover of the ESRC Centre for Population Change Report: Working from home: Impacts on residential mobility and spatial inequality

The report cover has an image of Birmingham Centenary Square, Image credit istock.com/holgs 2022. With logos from the ESRC, CPC, Connecting Generations, University of Southampton, University of St Andrews, University of Birmingham, City-REDI, De Montfort University and UAL.

Authors list:

David McCollum (University of St Andrews, CPC-CG)
Ian Taylor (University of the Arts London)
Jonathan Payne (De Montfort University, Institute for Responsible Business and Social Justice)
Anne Green (University of Birmingham, City-REDI)
Jackline Wahba (University of Southampton, CPC-CG)
Armine Ghazaryan (University of Southampton, CPC-CG)

Published May 2025

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Reposted by Jackie Wahba

Caroline Krafft @ckrafftc.bsky.social · 10/01/2025

"The Power of Language: Educational and Mental Health Impacts of Language Training for Refugee Children" by @semihtumen.bsky.social @mvlass.bsky.social and @jackiewahba.bsky.social #EconSky #MenaSky docs.iza.org/dp17593.pdf

The Power of Language:
Educational and Mental Health Impacts of
Language Training for Refugee Children*
This paper examines the causal impact of a large-scale Turkish language training program on
the academic performance, school participation, and mental well-being of Syrian refugee
children in T¨urkiye. Using rich administrative data and a staggered difference-in-differences
design, we find that the program led to improvements in Turkish language and Math
scores of refugee students, along with a significant reduction in their school absences. The
language gains and associated improvements in school outcomes are more pronounced for
younger refugee children with lower pre-program academic performance, which suggests
that early language interventions are more effective for integration. In addition, we provide
evidence that the language training program generated modest positive spillovers on
native students. Finally, we identify mental health as a potential key channel through which
the program enhanced educational outcomes, as alleviating language barriers improved
concentration, reduced anxiety, and decreased bullying. Our findings underline the critical
role of language training in improving refugee students’ educational outcomes and mental
well-being, and fostering social cohesion.

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