Newcomer Families Research Articles

Barriers to Meaningful Connectivity

Community networks risk failure when they attempt to emulate models from elsewhere without engaging the community in the process and making appropriate adaptations. These ‘build it and they will come’ models rarely work over the long term. This research project explored claims from residents of a low-income neighbourhood in the “North End” of Winnipeg in Manitoba, Canada, that inadequate and unaffordable Internet connectivity limits their access to critical communication tools, resources, and information. Through the research, we identified the need for a sustainable model of affordable, accessible Internet connectivity that centers on building a cooperative-owned and operated community network with Indigenous and newcomer families at its heart. Findings revealed that high connectivity costs, limited digital literacy, and inadequate infrastructure are the primary barriers to meaningful connectivity in the community. The intent of the “North End Connect” research project was to work directly with the residents, to learn about their connectivity needs and wants, inform the project’s technical team as to how and where to build a solution that works for the community, removing explicit and implicit barriers to access. Through our research, we validated that digital connectivity is a problem in the community. Utilizing a CBPAR approach provided a more nuanced understanding of the barriers to access from the resident’s perspective and lived experience. This allowed for the development of a strengths-based roadmap that utilized existing assets to provide affordable, accessible, trustworthy, and secure Internet access to anyone who wants it. The research acted as the catalyst to motivate the community and led to ongoing interventions aimed at addressing each of the identified barriers. As we investigate these barriers, it becomes evident that addressing these issues is not just a matter of technological access but a crucial step toward fostering a more inclusive and equitable society. The project serves as a model for community-driven digital inclusion efforts and contributes to global conversations about equitable access to the internet.

Child safety reporting, services, and child welfare interventions with newcomer families during the COVID-19 pandemic: A survey of ontario child welfare workers.

BackgroundNewcomer families with child welfare involvement face complex COVID-19 related challenges that are still less understood within the Canadian context. ObjectiveThis study explored views on the changes in child safety reporting and interventions with newcomer families during the COVID-19 pandemic. Participantsand Setting: Participants were 63 child welfare workers from Children's Aid Societies across Ontario, Canada. MethodsUsing cross tabulations with Fisher exact tests, the analysis draws on survey data from the second wave of the pandemic to test for significance of differences in areas of child safety reporting, interventions with newcomer families, and available supports across urban and urban/rural settings. FindingsParents' emotional instability and substance use (86%), domestic/adult conflict (85.6%), and child emotional harm (66.3%) were the top child safety issues with most increased reporting during the pandemic. Except for domestic/adult conflict, there were no differences in the rating of the six identified areas of child abuse across newcomer/racialized caseloads in different geographical settings. Increasingly, during the COVID-19 pandemic, workers were intervening with newcomer families by ‘connecting them with community agencies or services’ (51.8%), and ‘reaching out to extended family and other community members to support parents’ (44.6%). Mental health supports (68.4%), family access (66.7%), and childcare (65.9%) were the least accessible services. ConclusionA closer examination of the reported child safety incidents shows that child emotional harm was on the rise and that child sexual and physical abuse were underreported. Unidentified cases of child abuse during the pandemic posed barriers to help-seeking and resulted in limited or no supports for victims.

Comparing the autism service needs and priorities of Indigenous and newcomer families in Canada: Qualitative insights

BackgroundIndigenous Peoples and newcomers are two of the largest and fastest growing populations in Canada (Statistics Canada, 2022; Zimonjic, 2022). Yet despite this, little is known about their experiences navigating and accessing autism services for their children. MethodTo address this gap, the current study sought to explore the autism service needs and priorities of Indigenous and newcomer families in Canada. A total of 19 participants (9 Indigenous and 10 newcomer caregivers) were selected using purposive sampling to participate in a semi-structured interview. ResultsThe findings revealed that Indigenous families prioritized the need for services in rural and remote areas, tailored information to their needs, and support preserving their cultural heritage. On the other hand, newcomer families emphasized the importance of peer support, quality standards for services and therapies, and support during transition periods. Similarities across both groups indicated the need for addressing the lengthy waitlists for services, which have also been reported in the general population in Canada, having services and professionals place a greater emphasis on the child’s strengths, and culturally safe services and practice. ConclusionThe present findings have important implications for the design and implementation of services and supports which reflect the needs and priorities of underserved communities.

NAVIGATING “SAFETY” IN A PANDEMIC: A CRITICAL EXAMINATION OF ONTARIO CHILD WELFARE SAFETY INTERVENTIONS FOR NEWCOMER PARENTS AND OTHER FAMILIES DURING THE COVID-19 PANDEMIC

This study investigated circumstances surrounding the impact of COVID-19 on child protection investigations, particularly those affecting newcomer parents in Ontario, Canada. Recognizing that the pandemic inflicted substantial socioeconomic disadvantage on some people, the purpose of the study was to use an intersectional lens to examine challenges and solutions found by child welfare agencies when working with families. Insights for policy and practice are drawn from 11 virtual interviews with child welfare workers and managers in Ontario. Our findings reveal that some newcomer families encountered unique challenges: ineligibility for the available pandemic public assistance; inaccessibility to faith-based supports, which had often been their first key contact for mental wellness in the past; technological inequities; and language barriers. These intersecting conditions impacted newcomer families and led to innovative child protection interventions. Analysis of the interview data shows a gradual shift in Ontario from risk-focused approaches to supportive and preventative child welfare interventions in families. Furthermore, supervisors faced the dilemma of how stringently to enforce ongoing safety policies when some social workers were questioning the benefits of these rules for families with intersecting identities who were experiencing added burdens because of the pandemic.

Looking through the lens: a photovoice study examining access to services for newcomer children

ABSTRACT Purpose Canadian new immigrant families (also known as newcomers) encounter challenges navigating systems when trying to access programmes critical for their children’s healthy development. The purpose of this study is to understand how newcomer families find and use early childhood programmes and services from the perspective of families and early childhood educators (ECEs) working within a settlement organization. Methods Using photovoice methodology, newcomer family members (n = 8) with young children and ECEs (n = 6) participated in a series of virtual workshops to share photos and reflect on their experiences. Results Participants discussed the systemic barriers that obstructed newcomer families’ access to services for young newcomer children. Financial challenges due to unemployment/underemployment, language and cultural differences were emphasized. Despite these barriers and challenges, participants shared how culturally responsive programmes enhanced their connections to programmes and services. Both groups of participants discussed the critical role of social networks in supporting newcomers to use programmes by helping families become aware of available services and assistance with various processes such as registration. Conclusions This research illustrates the lived experiences of newcomer families and identifies opportunities to address inequities, improve early childhood programmes, and enhance families’ access to programmes and services.

Barriers experienced by families new to Alberta, Canada when accessing routine-childhood vaccinations

BackgroundAs Canada and other high-income countries continue to welcome newcomers, we aimed to 1) understand newcomer parents’ attitudes towards routine-childhood vaccinations (RCVs), and 2) identify barriers newcomer parents face when accessing RCVs in Alberta, Canada.MethodsBetween July 6th—August 31st, 2022, we recruited participants from Alberta, Canada to participate in moderated focus group discussions. Inclusion criteria included parents who had lived in Canada for < 5 years with children < 18 years old. Focus groups were transcribed verbatim and analyzed using content and deductive thematic analysis. The capability opportunity motivation behaviour model was used as our conceptual framework.ResultsFour virtual and three in-person focus groups were conducted with 47 participants. Overall, parents were motivated and willing to vaccinate their children but experienced several barriers related to their capability and opportunity to access RCVs. Five main themes emerged: 1) lack of reputable information about RCVs, 2) language barriers when looking for information and asking questions about RCVs, 3) lack of access to a primary care provider (PCP), 4) lack of affordable and convenient transportation options, and 5) due to the COVID-19 pandemic, lack of available vaccine appointments. Several minor themes were also identified and included barriers such as lack of 1) childcare, vaccine record sharing, PCP follow-up.ConclusionsOur findings highlight that several barriers faced by newcomer families ultimately stem from issues related to accessing information about RCVs and the challenges families face once at vaccination clinics, highlighting opportunities for health systems to better support newcomers in accessing RCVs.

Reimagining mental health care for newcomer children and families: a qualitative framework analysis of service provider perspectives

BackgroundPersistent disparities in access to mental health care for refugee and immigrant children and their families pose unique challenges to policy and practice. This study examined service provider perspectives on the barriers and opportunities for improving mental health supports for newcomer children and families in Canada.MethodsSemi-structured individual and group interviews were conducted with 33 leadership and frontline staff from 14 organizations in the health, education, settlement, and social service sectors in Hamilton, Ontario. Interview data were analyzed using the framework method.ResultsParticipants described barriers at the systems, provider, and individual and family levels that prevented newcomer families from accessing and benefiting from mental health supports. Structural barriers included inadequate services and funding, complexity of systems, cultural tensions, and, lack of prevention and early identification. Provider-level barriers included lack of representation, mental health knowledge and cultural competency, and staff shortages and burnout. Individual and family-level barriers included lack of mental health literacy, primacy of settlement needs, stigma, fear, and the high threshold for help-seeking. Participants’ recommendations for “reimagining care” related to newcomer engagement, person- and family-centered care, cultural responsiveness, mental health promotion and prevention, workforce diversity and development, collaborative and integrated care, and knowledge generation and uptake.ConclusionsThe intersection of structural, provider, and individual/family-level barriers reduce newcomer families’ access to and effectiveness of mental health supports. Reducing disparities in mental health and access to care will require a paradigm shift in the way that mental health care is conceptualized and delivered to newcomer children and families.

Welcoming the World: Preparing for newcomers in New Brunswick

Abstract: The New Brunswick education system is facing many changes with the growth in population because of much-needed immigration. Like many other Canadian provinces, New Brunswick must settle newcomer families for future stability. New Brunswick educators are responding to cultural diversity, language differences and differing educational backgrounds of newcomer students. The needs of newcomers are addressed by looking at academics, language development and emotional well-being within an inclusive school system. Initial steps for policymakers and educators to support are more global view of education to lay a better foundation for newcomer students and families.

¡Nada Puede Impedirme Seguir Estudiando! Barriers and Opportunities for Latino Youth in Indiana

ABSTRACT There is a significant gap in the literature about Indiana Latino students’ struggles to access post-secondary options. This study uses focus groups and interviews to explore parents’, students’, and teachers’ perceptions about barriers and opportunities Latino high school students have to transition into education options after high school. Findings suggest that Latino families, especially newcomers, lack knowledge and resources to overcome perceived barriers and take advantage of available opportunities. While parents have college aspirations for their children and perceive financial issues as the main obstacle, students identified language, academic, financial, cultural, and legal barriers hindering them from reaching their education goals. Newcomer families find more challenges as they have not built college-knowing social networks. The study expands on existing knowledge about how factors such as college aspirations, immigrant status, English proficiency level, perceived academic preparation, acculturative stress, and school messages and resources interplay to influence students’ decisions and expectations. The study reaffirms the need for early exposure to college-going knowledge and strategies to reduce the negative impact of social stressors and to provide Latino students with equal educational opportunities to fulfill their goals.

Adjusting the Canadian Healthcare System to Meet Newcomer Needs.

Newcomers’ ability to access healthcare can be impacted by cultural, religious, linguistic, and health status differences. A variety of options are available to support the development of healthcare systems to equitably accommodate newcomers, including the use of basic English and other languages in public health information, engagement with immigrant communities to advise on program development, offering culturally competent health services, interpretation services, and through creating space to collaborate with traditional practitioners. This study employed in-depth interviews with newcomer families from the Healthy Immigrant Children Study that had been living in Regina or Saskatoon, Saskatchewan, Canada, for less than 5 years, as well as with healthcare providers and immigrant service providers to understand how to improve healthcare services. Analysis of participant quotes related to accessible healthcare services revealed five main themes: (1) responsive, accessible services, (2) increasing cultural competence, (3) targeted newcomer health services, (4) increasing awareness of health services, and (5) newcomer engagement in planning and partnerships. An accessible healthcare system should include primary healthcare sites developed in partnership with newcomer service organizations that offer comprehensive care in a conveniently accessible and culturally responsive manner, with embedded interpretation services. The Saskatchewan healthcare system needs to reflect on its capacity to meet newcomer healthcare needs and strategically respond to the healthcare needs of an increasingly diverse population.

Examining Child Maltreatment-Related Investigations of Children from Newcomer and non-Newcomer Households in Ontario, Canada

Objectives: The study aims to further the understanding of child welfare involvement with Newcomer families in Ontario, Canada in 2018. This study examines a) the rate and characteristics of child maltreatment-related investigations involving Newcomer families and b) differences in child maltreatment-related investigations between Newcomer and non-Newcomer families.Methods: This study is a secondary data analysis of the Ontario Incidence Study of Reported Child Abuse and Neglect-2018 (OIS-2018). Using Statistics Canada Census Data, the Population-based Disparity Index (PDI) was calculated for Newcomer and non-Newcomer families. Descriptive and bivariate chi-square analyses were conducted to determine characteristics of investigations involving Newcomer and non-Newcomer households.Results: The PDI of the incidence of maltreatment-related investigations involving children under the age of 15 from Newcomer households versus non-Newcomer households in Ontario in 2018 is 2.48.Implications: The findings suggest that a child maltreatment-related investigation is more than twice as likely to occur if the investigation involves a child from a Newcomer household, when compared a non-Newcomer household in Ontario. This study demonstrates a need for further collaboration with Newcomer communities and their social service providers to better understand risk factors of child welfare involvement, and to increase protective factors for children from Newcomer families.

The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents.

COVID-19 has exacerbated the challenges that newcomer refugee and immigrant families face. While many of the supports that schools typically offer were disrupted by the pandemic, school-based assistance remains critical in this challenging context. In addition to education-related challenges, many newcomer families have been disproportionately impacted across financial, employment, and health contexts. The present study highlights the perspectives of newcomer families to understand their experiences, stressors, and ability to cope during the pandemic, as well as how their school communities can offer support to mitigate the potential for increased disparities. Qualitative interviews were conducted with 14 parents (Mage = 38.68) and 13 students (Mage = 14.31) engaged in a school-based intervention for newcomer students. Among students, 71.4% were identified as male, and the majority of caregivers were mothers (85.7%). Newcomer families reported significant challenges due to COVID-19, including difficult social-emotional adjustment, financial challenges, and significant academic difficulties. Themes also emerged related to sources of support and coping. Implications for how schools can further support newcomer families given these challenges and strengths are considered. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Newcomer parents with child welfare histories: dilemmas of caring and control

ABSTRACT This article presents findings from a qualitative study with parents of four Saskatchewan newcomer families (both immigrants and refugees) in central Canada on their interactions with child welfare services. We collected data through in-depth individual interviews with parents to understand their first encounters with child welfare authorities during the first 5 years of their settlement in Canada. None of the participants had any prior experiences of child protection services in their home countries. Our purpose was to gather data on ways to enhance collaboration and partnership between parents and child welfare services so as to ensure the safety and well-being of newcomer children and their families. Drawing on Foucault’s notions of governmentality about how state structures direct the conduct of individuals and groups, this study resulted in three findings: 1) perceptions on state interventions; 2) ambivalences about motherhood; and 3) working differently within the state. We conclude that negative experiences with social workers disempower newcomer parents and call for identification of ways to enhance information sharing between child protection services and immigrant communities in order to effectively protect immigrant children. We discuss practical suggestions for enhancing collaboration between child protection services and immigrant communities.

Family Matters in Ontario: Understanding and Addressing Homelessness Among Newcomer Families in Canada.

Canada, a key player in global humanitarian affairs is faced with enormous challenges in relation to housing and homelessness. As international migration continues to occur, homelessness among immigrant families is increasing worldwide; a situation that needs urgent attention and action. We designed this study to explore the needs of homeless families, identify risk factors associated with family homelessness, and to find strategies that could assist in mitigating and preventing homelessness among families in Canada. This paper reports qualitative findings from a focused ethnographic study embedded in participatory action research that explored the experiences of 11 immigrant families with housing challenges in Ontario Canada. Thematic analysis yielded five (5) major themes: life challenges; lack of understanding of the system; difficulty with conflict resolution; escaping as a solution for hardship; and reducing immigrant family homelessness. Findings from the study highlight the urgent need for advocacy and a well-tailored supportive housing policy to address family homelessness in Ontario.

Barriers and facilitators to meeting recommended physical activity levels among new immigrant and refugee children in Saskatchewan, Canada.

Newcomers are often healthy when they arrive in Canada, yet experience health declines shortly thereafter, possibly due to lifestyle changes. As part of the Healthy Immigrant Children study, this mixed-methods study aims to analyze possible predictors of physical activity among 300 newcomer children, and explore their lived experiences using a sub-sample of 19 parents and 24 service providers. Data collection involved questionnaires concerning socioeconomic status and physical activity, anthropometric measurements, and in-depth interviews. Participants aged 5 years and older largely met physical activity recommendations (82.9%), while none of the 3-4-year-olds did. Males were more active than females, especially among older ages. Many participants engaged in too much screen time (53.4-90.0%). Age and income predicted physical activity among males, while parents' education level was the only significant predictor among females. Barriers to physical activity included: recreational physical activity being an unfamiliar concept, gender limitations, financial resources, safety concerns, and children's preference for screen time. Schools played a central role in newcomer children's health by providing accessible opportunities for physical activity. Newcomer families preferred to have their children involved in culturally relevant physical activities. Given the growing newcomer population, it is important to support active lifestyle practices among them. Novelty: About 83% of newcomer children aged 5 years and older met physical activity recommendations, while none of the 3-4-year-olds did. Age and income predicted males' physical activity, while parents' education level predicted females' physical activity. Schools provide accessible opportunities for newcomer children to engage in physical activity.

Newcomer Families’ Participation in Early Childhood Education Programs

Early childhood education and care (ECEC) programs are often the first point of contact that newcomers have with formal institutions in their new country, and function as sites wherein children can gain access to the language, rules, and customs of the dominant society. However, newcomer families may experience specific barriers to accessing programs due to the lack of recognition of their existing social and cultural capital within the host country. Reporting on part of a larger mixed-methods study focused on the post-migration barriers to integration experienced by newcomers, this article explores newcomer families’ perspectives on the issues affecting their participation in ECEC programs. Qualitative data were collected from 96 newcomers to Canada during 13 focus groups. The findings suggest newcomer families grapple with reconciling three main points of disjuncture or conflict associated with these child care decisions: social networks, necessity and opportunity, and socialization goals. While participation in ECEC programs facilitated the development of forms of capital valued in the new context, these families also felt compelled to shed some of their own aspirations for their children’s socialization and learning.

Children’s views on their migratory journey: The importance of meaning for better adaptation

• We interviewed 43 immigrated children to understand their migratory experience. • Refugee children showed a better adaptation than economic immigrant children. • Refugee and immigrant children narrate different migratory experiences. • Refugee children report receiving more support than immigrant children. Immigration affects children and teenagers in particular – there are approximately ten million of them immigrating to new countries every year. The significant amount of stress endured during this transition both directly and indirectly influences the development and well-being of immigrant children. The child’s point of view on migration is, however, largely absent from studies on the subject. This mixed-method study seeks to understand how children adapt to and perceive their immigration. Forty-three recently immigrated children participated in the study. The qualitative and quantitative results highlighted a better adaptation of refugee children than children with economic immigrant status, while the qualitative results revealed differences in migration experiences for these two groups of children, which were rooted in their representations of the motives for immigration, the support they received during the transition, and their feelings related to the migration transition. These results point to the usefulness of interventions with newcomer families to support children’s adaptation to immigration.

Newcomer families' experiences with programs and services to support early childhood development in Canada: A scoping review

It can be difficult for families with young children to navigate early childhood development supports. In particular, newcomer families often encounter additional barriers and require resources, programs, and services that are tailored to their unique assets, experiences, and needs. We conducted a scoping review of the literature published between 2000 and 2019 to explore what is known about newcomer families’ experiences with programs and services to support early childhood development in Canada. We searched 12 databases, screened 2390 articles, and included 34 articles for synthesis and analysis. Three common and connected themes were identified: 1) effective intercultural understanding, responsiveness, and communication are critical to ensuring full access to meaningful programs and services; 2) some newcomer families face systemic barriers exacerbated by their immigration status, and; 3) feelings and perceptions of families and service providers, as well as social supports, networks, and relationships influence how programs and services are accessed and experienced. Our review identifies the requirement for additional, participatory research that centres the voices and perspectives of newcomer children and their families and the need to expand that research to less populated and rural areas of the country to inform meaningful and culturally relevant policies, programs, and services for newcomer families to support their children’s well-being.

Atneštiniai herbai Žemaitijos bajorų heraldikos tradicijoje XVI–XVIII amžiais | ‘Imported’ Coats of Arms in the Heraldic Tradition of the Žemaitijan Nobility of the 16th to 18th Centuries

The Žemaitijan nobility of the 15th to the 18th centuries included several heraldic groups: a group of local origin; Polish coats of arms; personalised Polish coats of arms; and coats of arms that were imported/adopted from other countries. This article focuses on the second and fourth groups, which include coats of arms that could be described as ‘imported’, ‘foreign’ or ‘alien’. The article aims to discuss the prevalence and use of these coats of arms in the heraldic tradition of the Žemaitijan nobility of the 16th to the 18th centuries. The adoption of Polish heraldry was already evident in the first half of the 16th century. The Horodło coats of arms entered the heraldry of the Žemaitijan nobility. Also, Polish coats of arms were brought to the country by Polish noble families. The number of those who came to Žemaitija from Germanspeaking lands was very small, and this meant that their heraldic sources were not abundant. On the other hand, surviving heraldic sources indicate that these newcomer families usually only used their own coats of arms.

Towards School Leadership Development: The Essence of Working with Culturally and Linguistically Diverse Newcomer Families in Saskatchewan

The article is based on a study whose purpose was to examine the lived experience of school leaders in Saskatoon with newcomers to whom English is an additional Language (EAL). Phenomenology as a methodological approach was used to gather and analyze data from leaders representing two school divisions. What was common in their accounts was synthesized to establish the essence of the leaders’ experience with EAL newcomers. Findings revealed that the nature of the experience manifests as a celebration, a learning opportunity and as a challenge. Its essence requires school leaders to have knowledge, skills and dispositions for acknowledging and responding appropriately to difference and the associated stereotypes, cultural diversity with its infinite variations, relations between dominant and minority cultures, the role of parents, communities and inter-organizational partnerships in school leaders-newcomer relationship. The essence also calls for school leaders to have self-knowledge, to be more reflective, and to embrace cognitive dissonance as learning opportunities.