"Her doctoral research tracks how newly arrived immigrant students in Norwegian upper secondary schools experience belonging, engagement, and inclusion, and how teachers can support them. This work sits in a context of growing cultural diversity in schools, with about 1 in 5 Norwegian students now from immigrant backgrounds, and asks how teacher practices help young people feel seen, safe, and ready to learn. I had an opportunity to ask her some questions during our time together."
"Having competence about specific populations helps teachers meet all students' educational and social needs. Such competence can have a preventive role, e.g., by promoting belonging and engagement to increase students' feelings of inclusion in school. Research shows that to move to a new country is challenging because you need to learn and adapt in many ways. In addition, students are diverse in cultures, religions, and languages, as well as in interests, experiences, and opinions."
Belonging for newly arrived immigrant students means feeling noticed, supported, and guided by teachers. Teacher actions that promote belonging include early social activities, rotating groups, and extracurriculars that foster friendship and peer connection. Activities such as football training and music clubs are particularly valued because they provide social bonding and informal support. Cultural diversity in schools is increasing, with about one in five students from immigrant backgrounds. Moving to a new country requires learning and adaptation across language, culture, and social norms. Teacher competence about specific populations helps meet educational and social needs and creates a safe, motivating environment for learning.
Read at Psychology Today
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