# Screening of Neurodevelopmental and Psychiatric Disorders in School-Aged Children from Sahrawi Refugee Camp: A Cross-Sectional Observational Study

## TL;DR

This study found that 2.2% of school-aged Sahrawi refugee children have neurodevelopmental or psychiatric issues, highlighting the need for better mental health support in refugee settings.

## Contribution

The study introduces a tailored screening tool for neurodevelopmental and psychiatric disorders in Sahrawi refugee children.

## Key findings

- 2.2% of children showed signs of neurodevelopmental or psychiatric difficulties.
- Emotional and conduct problems were the most common issues identified.
- Boys had higher rates of hyperactivity compared to girls.

## Abstract

Background/Objectives: The prevalence of neurodevelopmental and psychiatric disorders in children is a growing concern in developed countries. However, data from low- and middle-income countries (LMICs) remain scarce. The objective of this study was to ascertain the prevalence of such conditions in the school-aged children residing in Sahrawi refugee camps. In particular, the objective was to develop a bespoke screening instrument for the collection of epidemiological data and the examination of the impact of these disorders on academic performance and school life. Methods: A cross-sectional observational study was conducted in 13 primary schools within Sahrawi refugee camps, with a target sample size of 3425 children aged 7–14. The Strengths and Difficulties Questionnaire (SDQ) was administered to teachers to identify any neurodevelopmental issues. Results: A total of 74 (2.2% [95% CI: 1.7–2.7%]) of the 3425 children displayed positive SDQ results for neurodevelopmental or psychiatric difficulties. The most frequently identified issues were emotional and conduct problems, which often co-occurred. Boys exhibited higher hyperactivity rates than girls. Conclusions: This study’s findings revealed significant neurodevelopmental and psychiatric challenges in Sahrawi children, with implications for their academic and social development. The results emphasize the necessity of enhancing teacher training and mental health interventions to facilitate early identification and support.