Factors influencing school adjustment in international elementary school children in U.S.

Abstract

The purpose of this study is to better understand the school adjustment process of international elementary students who have moved from other countries to the United States. Much of current research focuses on immigrant and refugee families. However, many elementary-age students move with their families as their parents are international students, scholars, or professors. These moves can be temporary or long-term; regardless, students must adjust to new language, culture, and peers as they enter the American school system. This study utilizes an online questionnaire distributed to international students or their spouses. Parents were asked to answer 66 items that reveal more about the three variables in this measure: school experiences, peer relationships, and social support. Items were gathered from existing scales, and also created after interviews with two professionals who work closely with these international elementary students. Responses included eight participants from five countries who had children in grades Pre-K through 4th. Sample size was relatively small, and there were no significant effects found between parent involvement or social support and school experiences. Data did not fully support the hypothesis that peer relationships and community engagement had a direct positive relation with school experience. However, there was a significant relation found among extracurricular activities and positive peer experiences. There was also a significant relation found among time lived in the U.S. and long-term immigration plan and positive school experiences. Continuation of this research is crucial to best fill this research gap and to inform human service providers and school districts.