Bridging Disciplines: Integrating Mental Health and Education to Promote Immigrant Student Wellbeing.

IF 2.5 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Vanja Pejic, Kristin Russo, Rhode Milord-LeBlanc, Kayla Mehjabin Parr, Sara Whitcomb, Robyn S Hess
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Abstract

More than 5 million students in U.S. public schools are immigrants or the children of immigrants, highlighting the urgent need for educational practices that honor their lived experiences and promote both emotional and academic growth. This article details a collaborative effort between a school-based psychologist and two high school English teachers to co-design a 12th grade English Language Arts curriculum responsive to the unique strengths and challenges of immigrant youth. Grounded in transformative social and emotional learning, trauma informed principles and culturally sustaining pedagogy, the curriculum weaves together themes of hope, identity, social determinants of health, and agency. The co-development process involved aligning clinical and educational expertise, adapting trauma-informed principles for the classroom, and centering student experience throughout design and implementation. Students reported high satisfaction with the curriculum. Teachers observed stronger student engagement and deeper, more meaningful relationships, attributing these outcomes to the curriculum's relevance to students' cultural and community contexts. This case study illustrates the promise of cross-sector partnerships and provides recommendations for creating learning environments where immigrant students can reflect, heal, and thrive through both academic content and emotional connection.

桥梁学科:整合心理健康和教育,以促进移民学生的福祉。
美国公立学校中有500多万名学生是移民或移民子女,这凸显了对尊重他们的生活经历、促进情感和学业成长的教育实践的迫切需要。本文详细介绍了一位学校心理学家和两位高中英语教师合作设计的12年级英语语言艺术课程,以回应移民青年的独特优势和挑战。该课程以变革性的社会和情感学习、创伤知情原则和文化持续教学法为基础,将希望、身份、健康的社会决定因素和机构等主题编织在一起。共同开发的过程包括将临床和教育专业知识结合起来,将创伤知情原则应用于课堂,并在整个设计和实施过程中以学生体验为中心。学生对课程的满意度很高。教师观察到更强的学生参与度和更深入、更有意义的关系,将这些结果归因于课程与学生文化和社区背景的相关性。本案例研究说明了跨部门合作的前景,并提供了创建学习环境的建议,移民学生可以通过学术内容和情感联系来反思、治愈和成长。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Behavioral Sciences
Behavioral Sciences Social Sciences-Development
CiteScore
2.60
自引率
7.70%
发文量
429
审稿时长
11 weeks
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