Promoting Positive School Climate among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations
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| Title: | Promoting Positive School Climate among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations |
|---|---|
| Language: | English |
| Authors: | Prerna G. Arora, Karissa Lim, Ana Ledesma, Michelle Liu, Lorey A. Wheeler |
| Source: | School Psychology Review. 2025 54(5):614-629. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Immigrants, Adolescents, Stress Variables, Educational Environment, Student Adjustment, Student Attitudes, Student Placement, Cultural Differences, Language Usage, Peer Relationship, School Personnel, Role, Student Needs, High School Students, English (Second Language), Language Skills |
| DOI: | 10.1080/2372966X.2024.2391730 |
| ISSN: | 0279-6015 2372-966X |
| Abstract: | Despite various strengths, newcomer immigrant adolescents (NIA) are exposed to stressors that can negatively impact their adjustment to U.S. schools, resulting in social-emotional and academic concerns. School climate has been identified as a crucial system-level intervention for NIA. While there is consensus regarding supporting NIAs' adjustment to U.S. schools, specific recommendations within the school climate literature are lacking. This study used semi-structured interviews to explore NIAs' (N = 15) perceptions of school climate and recommendations for improving school climate. Interview data were analyzed using a grounded theory approach. Four themes emerged: (a) academic placement impacts learning, (b) the cultural and linguistic background of peers is relevant to NIA peer relationships, (c) supportive school staff consider unique NIA needs, and (d) recommendations offered to foster adjustment to U.S. schools. The results of this study can inform what aspects of school climate are most critical to improving academic and social emotional outcomes of NIA. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488740 |
| Database: | ERIC |
| Abstract: | Despite various strengths, newcomer immigrant adolescents (NIA) are exposed to stressors that can negatively impact their adjustment to U.S. schools, resulting in social-emotional and academic concerns. School climate has been identified as a crucial system-level intervention for NIA. While there is consensus regarding supporting NIAs' adjustment to U.S. schools, specific recommendations within the school climate literature are lacking. This study used semi-structured interviews to explore NIAs' (N = 15) perceptions of school climate and recommendations for improving school climate. Interview data were analyzed using a grounded theory approach. Four themes emerged: (a) academic placement impacts learning, (b) the cultural and linguistic background of peers is relevant to NIA peer relationships, (c) supportive school staff consider unique NIA needs, and (d) recommendations offered to foster adjustment to U.S. schools. The results of this study can inform what aspects of school climate are most critical to improving academic and social emotional outcomes of NIA. |
|---|---|
| ISSN: | 0279-6015 2372-966X |
| DOI: | 10.1080/2372966X.2024.2391730 |
