War and conflict severely impact youth, leading to long-term psychological and social issues. Studies on young people from conflict zones like Syria, Bosnia, Palestine, and Iraq reveal high rates of mental health problems, including depression, anxiety, and PTSD, stemming from exposure to violence and trauma. These young people often lack the necessary support systems to cope, hindering their integration into new societies. This study aims to address this gap by examining the challenges and well-being of Syrian students in Turkey, focusing on their integration process and the effectiveness of social work interventions.

Existing research highlights the detrimental mental health consequences for young people exposed to war and conflict. Studies on Bosnian, Israeli, and Palestinian youth demonstrate increased educational dropout rates, poor academic performance, and difficulties adjusting to post-conflict life. Research on Iraqi youth reveals high levels of sadness, depression, anxiety, and other psychological disorders following traumatic experiences. The literature emphasizes the need for culturally sensitive interventions, incorporating spiritual approaches and considering the cultural context, to promote the successful integration of young war victims into new societies. The importance of social support systems and safe environments in fostering adaptation and resilience is also highlighted.

This quantitative study used an opportunity-based sampling method to collect data from 63 Syrian students at Ankara Yildirim Beyazit University (AYBU) in Turkey during the 2017-2018 academic year. Participants included baccalaureate students who had studied in Turkey for at least one year and provided informed consent. The sample consisted of 45 refugee students who had witnessed or been directly exposed to war and 18 immigrant students who had not. Data was collected using three instruments: (1) a demographic questionnaire, (2) the Arabic version of the UCLA Loneliness Scale (El Beheiry, 1985), and (3) the Arabic version of the Beck Depression Inventory (Al-Musawi, 2001). Independent samples t-tests were used to compare depression and loneliness levels between students from war-affected and non-war-affected zones. Frequency data examined students' relationships with Turkish peers, other international students, and academicians, as well as participation in social and cultural activities and methods of coping with integration challenges. Ethical approval was obtained from Ankara Yildirim Beyazit University's Research Ethics Committee.

The study found no significant difference in depression or loneliness levels between Syrian students from war-affected and non-war-affected zones. However, significant differences emerged in other aspects of integration: * **Relationships:** Almost all students who witnessed war had good relationships with Turkish students, compared to a lower rate among those who did not. Similar positive relationships were observed with other international students and academicians. * **Social Activities:** A higher proportion of students who witnessed war participated in university social activities compared to those who did not. However, participation in social and cultural activities outside the university was low in both groups. * **Cultural Differences:** The most frequent problem reported by both groups was negative attitudes from Turkish nationals towards foreigners. Other challenges included relationships with the opposite sex, social customs, and food culture. * **Coping Mechanisms:** Students who witnessed war were most likely to seek help from family and God through prayer. Seeking help from psychologists or social workers was minimally reported among both groups.

The absence of significant differences in depression and loneliness between the two groups suggests that the safe environment in Turkey may have played a protective role, preventing the exacerbation of pre-existing mental health issues. The findings highlight the importance of social support in fostering integration. The strong relationships formed with Turkish peers and faculty among students who had witnessed war may reflect a proactive strategy to facilitate integration and counter negative perceptions. The low levels of participation in social activities outside the university might be attributed to academic pressure or difficulties adapting to Turkish culture. The reliance on informal support systems (family, religion) rather than professional help reveals a need for culturally sensitive social work interventions that address the cultural stigma surrounding mental health services.

This study underscores the complex integration challenges faced by Syrian students in Turkey. While the safe environment offered some protection against worsening mental health, significant issues remain regarding social participation and cultural adaptation. The minimal use of university support services emphasizes the need for culturally sensitive and accessible social work interventions. Future research should explore embedded research methods to better understand the long-term integration experiences of these students and the efficacy of culturally adapted interventions.

A key limitation of the study is the refusal of some students to participate in qualitative aspects of the research, potentially affecting the generalizability of findings. Future research should employ mixed-methods approaches to capture a wider range of experiences. The sample was limited to Syrian students at one university in Ankara, limiting the generalizability to other contexts.