A Qualitative Investigation of the Factors that Enhance, Impede, and Require Attention for the School Success and Engagement of At-Risk Newcomer Students

Authors

  • Julien Elia University of Calgary
  • Julie Cohen University of Calgary
  • Anusha Kassan University of Calgary
  • Hieu Ngo University of Calgary
  • Kelli Stevens University of Calgary
  • David Marulanda University of Calgary

DOI:

https://doi.org/10.11575/ajer.v68i3.70259

Abstract

Little is known about best practices to support newcomer students with a history of emotional, behavioral, or learning challenges in their pursuit of school success and engagement. The Enhanced Critical Incident Technique was employed to explore the helping, hindering, and desired practices among nine teachers who have successfully supported at-risk newcomer youth in their educational pursuits in Canada. Results revealed 64 helping and 43 hindering factors as well as 27 wish list items related to participants’ experiences of supporting newcomer students in their school success and engagement. Recommendations are made at three levels: individual, curricula, and systemic.

Keywords: newcomer youth, school disengagement, school re-engagement, academic success, qualitative research, enhanced critical incident technique

On sait peu de choses sur les meilleures pratiques pour soutenir les élèves nouvellement arrivés et ayant des antécédents de problèmes émotionnels, comportementaux ou d'apprentissage dans leur quête de réussite et d'engagement scolaires. La méthode améliorée des incidents critiques a été utilisée pour explorer les pratiques positives, négatives et désirées chez neuf enseignants qui ont soutenu avec succès des jeunes nouveaux arrivants à risque dans leur parcours scolaire au Canada. Les résultats ont révélé 64 facteurs positifs et 43 facteurs négatifs ainsi que 27 éléments désirés liés aux expériences des participants en matière de soutien aux élèves nouvellement arrivés dans leur réussite scolaire et leur engagement. Des recommandations sont formulées à trois niveaux : individuel, curriculaire et systémique.

Mots clés : jeunes nouveaux arrivants, désengagement scolaire, réengagement scolaire, réussite scolaire, recherche qualitative, méthode améliorée des incidents critiques

Author Biographies

Julien Elia, University of Calgary

Julien Elia is a Registered Psychologist currently working in private practice in Dartmouth, Nova Scotia.

Julie Cohen, University of Calgary

Julie Cohen, PhD, completed her doctorate in Counselling Psychology at the University of Calgary. Her research focuses on feminist research approaches to exploring multicultural and social justice practices in counselling psychology from the standpoint of culturally non-dominant students.

Anusha Kassan, University of Calgary

Anusha Kassan, PhD, RPsych, is an Associate Professor with a high-impact position in child and youth mental health in the School and Applied Child Psychology programme at the University of British Columbia. Her program of research is influenced by her own bicultural identity and as such is informed by a social justice lens. She is presently studying the impact of immigration within different communities, including newcomer youth. She is also conducting teaching and learning research, investigating multicultural and social justice competencies in professional psychology.

Hieu Ngo, University of Calgary

Hieu Van Ngo is an Associate Professor in the Faculty of Social Work at the University of Calgary. His scholarship and practice have focused on settlement and integration of immigrant youth and families, youth crime prevention, and diversity, equity and inclusion.

Kelli Stevens, University of Calgary

Kelli Stevens, RSW and MSW, is a Sessional Instructor within the Faculty of Social Work at the University of Calgary and a manager for a nationally-focused charitable foundation.

David Marulanda, University of Calgary

David Marulanda, MSc, completed his master's degree in Counselling Psychology at the University of Calgary. His research focused on the professional integration of skilled immigrants in Canada. David currently works as a Mental Health Therapist for older adults (65+) in Calgary.

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Published

2022-10-07

How to Cite

Elia, J., Cohen, J., Kassan, A., Ngo, H., Stevens, K., & Marulanda, D. (2022). A Qualitative Investigation of the Factors that Enhance, Impede, and Require Attention for the School Success and Engagement of At-Risk Newcomer Students. Alberta Journal of Educational Research, 68(3), 308–339. https://doi.org/10.11575/ajer.v68i3.70259

Issue

Vol. 68 No. 3 (2022): Fall

Section

ARTICLES

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