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. Impact Statement Newcomer immigrant adolescents (NIA) are a growing group of youth in U.S. schools. This paper examined NIAs’ perceptions of school climate and elicited recommendations to improve school climate.
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