Effective and evidence-based Mental Health and Psychosocial Support (MHPSS) requires continuous research and evaluation, especially for marginalized groups like asylum seekers and refugees (MAR). There's a recognized gap between academic literature and practice, with calls for end-user involvement in research funded by public money. The EU emphasizes co-creation of knowledge and policy implementation. The REFUGE-ED project, coordinated by the Autonomous University of Barcelona, aims to identify, co-create, and evaluate evidence-based practices in education and MHPSS for MAR children (0-18 years old) across six European countries. This involved systematic scoping reviews and the implementation of identified effective practices in 46 pilot sites, categorized as reception centers, inclusive schools, and residential care for unaccompanied minors. This article details the REFUGE-ED Dialogic Co-Creation Process (RDCP) implemented across these sites.

The paper draws upon existing literature advocating for end-user involvement in research, particularly community-based participatory research (CBPR) and communicative research methodologies. It highlights the benefits of such approaches in enhancing research legitimacy, improving the application of research evidence in practice, and aligning research with social reality. The authors reference studies emphasizing the importance of active end-user participation in all research stages, enabling richer understanding of their lifeworlds and the creation of more effective social policies. The concept of 'Dialogic Inclusion Contract' (DIC), aiming for transformative action through egalitarian dialogue between researchers and end-users, is introduced. The paper also reviews the successful scaling up of 'Successful Educational Actions' (SEAs) identified by the INCLUD-ED project, emphasizing the importance of multi-directional dialogue and shared ownership in achieving sustainability. Finally, it mentions the FOCUS project's emphasis on participatory and co-creative approaches in refugee integration.

The REFUGE-ED Dialogic Co-Creation Process (RDCP) is presented as a seven-step process. Step 0 involves identifying potential pilot sites. Step 1 conducts a needs analysis with stakeholders and end-users, gathering information about the socio-economic and cultural context, and the needs and challenges faced by MAR children. Step 2 engages in dialogic selection of practices, discussing identified needs and agreeing on suitable SEAs and MHPSS approaches guided by seven Dialogic Learning principles (egalitarian dialogue, cultural intelligence, transformation, instrumental dimension, creation of meaning, solidarity, and equality of differences). Step 3 creates Communities of Practice and Learning (CoP&Ls) involving various stakeholders, emphasizing representativeness, diversity, and self-governance. Step 4 involves three levels of training (train-the-trainers, state-level, and pilot-site level) on SEAs and MHPSS approaches. Step 5 implements the selected practices in the pilot sites. Step 6 evaluates the implementation using the SPICE approach, actively involving children and key integration agents. Step 7 involves a second round of implementation, incorporating lessons learned from the evaluation.

The RDCP, informed by the scaling up of SEAs and communicative research methodology, uses the seven principles of Dialogic Learning as guiding quality checkpoints. The process emphasizes egalitarian dialogue, ensuring all contributions are valued regardless of power dynamics. Cultural intelligence recognizes the value of all participants' knowledge and experience. The process aims for transformative learning, turning challenges into opportunities. The instrumental dimension focuses on key learning tools to overcome inequalities. Creation of meaning ensures children feel their identities and future projects are recognized. Solidarity emphasizes equal learning opportunities for all. Equality of differences prioritizes identical outcomes while preserving cultural diversity. The RDCP's flexibility is demonstrated through its adaptation to the challenges posed by the COVID-19 pandemic and the Ukrainian conflict. The study notes that progress across the 46 pilot sites varied due to contextual factors such as the pandemic and legislative changes.

The RDCP offers a practical framework for implementing co-creation in research and policy related to refugee integration. It addresses the challenge of translating evidence-based approaches into practice by fostering ongoing, interlinked dialogue between procedures and content, always prioritizing the perspectives of end-users. This iterative process enables adaptation to evolving social realities and needs. The study highlights the value of integrating the voices of children and their families in designing interventions and evaluating outcomes. The findings contribute to a better understanding of how co-creation can be implemented effectively across diverse settings, acknowledging the dynamic nature of the social context.

The REFUGE-ED Dialogic Co-Creation Process (RDCP) provides a flexible and adaptable framework for co-creating and implementing evidence-based practices for refugee children. Its success hinges on egalitarian dialogue, cultural sensitivity, and a commitment to transformative learning. While the current study focuses on six European countries, future research could explore the RDCP's applicability in other contexts and with different populations. The approach emphasizes the importance of ongoing dialogue between researchers, practitioners, and end-users to ensure the sustainability and impact of interventions.

The study's generalizability is limited by its current implementation across only six European countries. Further research is needed to explore the RDCP's effectiveness in diverse geographical and cultural contexts and with populations beyond migrant and refugee children. The impact of unforeseen events, like the COVID-19 pandemic and the Ukrainian conflict, highlights the inherent challenges of working within dynamic social realities.