Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrantchildren, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discriminationby peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study isbased on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, thePhilippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling forsocio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute tothe prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusiveschool environment has a significant effect on social competence and academic performance of immigrant children.Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusiveschool environment, social/psychological isolation, and discrimination are critical factors affecting the developmentaloutcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participationin other social, economic, and political venues of the host country