First-generation refugee children often experience pre- and post-migration adversity and display high levels of mental health/wellbeing difficulties, but to date, research has not examined the impact of such factors on refugee children's L2 acquisition. Accordingly, this study examined the influence of externalizing and internalizing problem behaviours (wellbeing), time in refugee camps and low socioeconomic status (SES) (adversity) on the English-L2 abilities of 117 Syrian refugee children (7–14 years) in their third year of residency in Canada. Wellbeing difficulties and adversity factors accounted for variance on L2 vocabulary, morphosyntax, listening comprehension and narrative production tasks, beyond the variance accounted for by age of L2 acquisition and length of L2 exposure. Specifically, externalizing problem behaviours, time in refugee camp, maternal education and maternal employment predicted variance in L2 abilities. It is concluded that refugee children could have influences on their L2 acquisition that are different from those of bilinguals with other backgrounds.

第一代难民儿童经常经历迁移前后的逆境，并表现出高度的心理健康/幸福感，但迄今为止，研究尚未研究这些因素对难民儿童 L2 习得的影响。因此，本研究考察了外化和内化问题行为（幸福感）、在难民营中的时间和社会经济地位低（SES）（逆境）对 117 名叙利亚难民儿童（7-14 岁）在其生活中的英语-L2 能力的影响。在加拿大居住第三年。幸福困难和逆境因素解释了 L2 词汇、形态句法、听力理解和叙事制作任务的差异，超出了 L2 习得年龄和 L2 接触时间长度所解释的差异。具体来说，将问题行为外化，在难民营的时间、孕产妇教育和孕产妇就业预测 L2 能力的差异。得出的结论是，难民儿童可能对他们的 L2 习得产生不同于其他背景的双语者的影响。