Supporting Immigrant Students

American classrooms have become increasingly diverse. Immigrants and refugees now comprise over 20 percent of the students in U.S. public schools, and this percentage is expected to grow to 30 percent by 2015. The number of English language learners has also increased, doubling in size from 1995 to 2005.*

Students who are first, second, third and even fourth generation immigrants may encounter (and continue to encounter) emotional, social and academic challenges.

Galileo High School’s Wellness Center team members Ulash Dunlap, LMFT (RAMS Behavioral Health Counselor) and Deborah Bryant, RN contributed to a publication titled “Strategies for Engaging Immigrant and Refugees Families.” This is a document produced by National Center for Mental Health Promotion and Youth Violence Prevention and published by Education Development Center in July, 2011. The publication interviews individuals and schools across the country and is a wonderful resource for our school community. Below it is a summary of some of the educational, emotional and social lessons learned in working with immigrant students. Hope you find this information useful in your work!

Social and Emotional Challenges of Immigrant Students and Families

FAMILY 
• Many families have experienced separations for extended periods as children are sent ahead to live with relatives, or parents emigrate first in order to establish a life before sending for their families.
• There is the stress of moving to a new environment and culture. Immigrant families face the challenge of adapting to a new culture and learning new rules and roles.
• Families may experience conflict between generations as children and youth often acculturate more quickly than their parents.
• Many parents experience the stress of not being able to speak the language. They may experience adult and child role reversals when children learn English more quickly and need to act as interpreters and negotiators with health care and school officials.
• Lack of involvement in the immigration process: students not involved in the moving process may exhibit anger towards parents.

SCHOOL
• Most immigrant families deeply care about their children’s education and health. However, many immigrants often show respect for schools by keeping their distance; the unspoken norm in many countries outside of the United States is that it is the teacher’s job is to educate their children, and thus it is disrespectful to a teacher’s expertise for parents to participate.
• Other factors that may influence parental engagement are parent’s limited English language proficiency, parent’s negative perceptions of the school environment, work schedules, limited formal education, lack of resources and ability to help their children with homework.
• Social isolation from language/cultural barriers can lead to truancy, gang involvement, depression, and other mental health issues.
• Emphasis on high academic performance can cause anxiety and stress for the student.
• Lack of positive role models that can relate to immigrant youth’s unique up-bringing and experience; makes developing a positive self-identity and hope for the future more difficult.

CULTURE AND LANGUAGE
• Grief and loss issues: leaving family members, friends, and communities behind, losing previous socio-economic status, social or cultural identities, or transitioning from dominant to minority group consciousness, may create a sense of loss. Immigrant students may also experience resentment, stress, anxiety, discrimination, and hostility in their new communities.
• The notion of a healthy kid may be different from the Western idea of “healthy adolescent development.” For example, in some cultures, being a healthy kid means to not talk about problems outside the family.
• Language barriers: frustration in being misunderstood, teasing by peers can create loneliness and isolation.

Here Are Some Strategies Staff Might Find Helpful:
• Provide opportunities for immigrant students to tell their stories. Share those stories with the school community (during faculty or department meetings, postings on the school web site and/or G-House TV).
• Recognize that it may take five to seven years for students to learn how to read and write in English. Take this into account as you create and grade class work and tests.
• Mental health issues may arise as a result of exposure to war, dislocation, acculturation, and fear of deportation. To avoid stigma, don’t use the labels “mental health or “mental illness.” Refer students to the Wellness Program for counseling.
• Consider becoming a mentor. A mentoring relationship with an adult can help children to sustain hope and enhance engagement in school.

If you would like more information or get a downloadable copy, you can also visit the National Center for Mental Health Promotion and Youth Violence Prevention web site at: http://sshs.promoteprevent.org/publications/pp-guides/strategies-engaging-immigrant-and-refugee-families.

Source * Morse, A. (2005, March). A look at immigrant youth: Prospects and promising practices. National Conference of State Legislatures, Children’s Policy Initiative.