Abstract
This exploratory study examines non-refugee immigrant students with limited or interrupted formal education (SLIFE) from Latin America pursuing their secondary education. The education system and the language (English) used differ from the system and language (Spanish) used in their home countries, leading to the educational exclusion of this group. Therefore, we focus on analysing the positive role of high expectations and adult role models concerning the educational inclusion of SLIFE in the host country. To this end, we conducted an empirical research using the communicative approach, interviewing 36 Latin American SLIFE between 15 and 20 years and 14 of their families. Ključne riječi SLIFE, education, emotional factors, high expectations, adult role models
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