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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
FullText Text:
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  Data: Promoting Positive School Climate among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations
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  Data: <searchLink fieldCode="AR" term="%22Prerna+G%2E+Arora%22">Prerna G. Arora</searchLink><br /><searchLink fieldCode="AR" term="%22Karissa+Lim%22">Karissa Lim</searchLink><br /><searchLink fieldCode="AR" term="%22Ana+Ledesma%22">Ana Ledesma</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+Liu%22">Michelle Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Lorey+A%2E+Wheeler%22">Lorey A. Wheeler</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Review%22"><i>School Psychology Review</i></searchLink>. 2025 54(5):614-629.
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  Label: Availability
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  Data: 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
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  Data: Y
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  Data: 16
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/2372966X.2024.2391730
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  Data: 0279-6015<br />2372-966X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2025
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  Data: EJ1488740
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1488740
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        Value: 10.1080/2372966X.2024.2391730
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 614
    Subjects:
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Educational Environment
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      – SubjectFull: Student Adjustment
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Placement
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Language Usage
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      – SubjectFull: Peer Relationship
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      – SubjectFull: School Personnel
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Language Skills
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      – TitleFull: Promoting Positive School Climate among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations
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