Loneliness in newly-arrived adolescents in Flanders: The role of positive and negative social ties within reception education

Abstract

Newly-arrived adolescents face a triple jeopardy when it comes to loneliness, stemming from their age, migration background, and newcomer status. While theoretical arguments have been developed to explain this triple jeopardy, empirical research on specific correlates of newly-arrived adolescents’ loneliness experiences is scarce. This study aims to address this gap by examining the role of five different school-related factors —student support, teacher support, interpersonal trust within the school context, discrimination by peers and discrimination by teachers—, given the significance of the educational setting for newly-arrived adolescents. Survey data from 678 newly-arrived adolescents (aged 11–20 years) from 32 schools offering reception education in Flanders were used. Multilevel logistic regression was employed to analyse three loneliness outcomes: general, social, and emotional loneliness. The findings indicate that newly-arrived adolescents who felt more supported by their peers and teachers, and who reported higher levels of trust in them, felt less lonely. Additionally, newly-arrived adolescents who encountered discriminatory practices by their peers and teachers were more vulnerable to all types of loneliness than those who did not experience any discrimination. One exception was found: there were no significant differences in emotional loneliness between newly-arrived adolescents who experienced frequent discrimination from their peers and those who did not face any peer discrimination. In sum, this study highlights that schools providing reception education can act as significant actors in addressing the triple vulnerability of newly-arrived adolescents to loneliness. They underscore the need for targeted interventions within schools offering reception education to foster supportive and inclusive environments.