Stressors experienced by immigrant and other non-native English-speaking students in U.S. schools and their families

Abstract

This literature-based study of stressors experienced by recent immigrant families focuses on their impact on school-aged children. The author, a trainer of teachers of English as a second language and an education researcher specializing in issues affecting students with non-mainstream language backgrounds, identifies stressors resulting from (a) separation of families, (b) changes in familial roles, (c) social and legislative pressure that targets immigrant families, and (d) school bullying and harassment. Many immigrant students experience stressors in all four categories in addition to the stress of learning a new language and adapting to a new culture. To help mitigate the negative impact – which can include difficulty focusing on academics, developmental delays, or problem behavior – the author recommends that schools and communities embrace difference and support the struggles of immigrant students and their families and that schools, in particular, develop cultures and provide resources to help new Americans to thrive despite challenges.

Keywords:

• immigration stressors
• immigrant bullying
• supporting immigrant students

Additional information

Notes on contributors

Yvonne Pratt-Johnson

Yvonne Pratt-Johnson is Professor of Teaching English to Speakers of Other Languages (TESOL) at St. Johns's University.