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(p. 101) Immigrant Students 

(p. 101) Immigrant Students
Chapter:
(p. 101) Immigrant Students
Author(s):

Lyn Morland

, and Dina Birman

DOI:
10.1093/med-psych/9780190052737.003.0006
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date: 08 April 2020

In this chapter we offer a social-ecological perspective on educating the most vulnerable immigrant students, emphasizing the interaction between youth and the environment, including the family, school, peer group, community, larger society, and country of origin. Viewing immigrant children and youth through this ecological prism can help educators better understand the complex contexts in which they live and provide them with more tools to address issues that affect learning and behavior in the classroom. By using a strengths-based approach, schools can help support the development of resilience among immigrant students who have faced adversity, whether due to traumatic migration journeys, resettlement stress, academic challenges, or discrimination. By learning about and celebrating the cultures and backgrounds of immigrant students, identifying and focusing on strengths, engaging their families and communities, providing transitional academic support, and protecting civil rights, educators can make a significant difference in immigrant students’ lives.

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