Parents' and teachers' perspectives on Asian and Latino immigrant children's school bullying experience

The majority of bullying research was conducted with White students or outside the U.S., limiting the generalizability of their findings to ethnic minorities in the U.S. Immigrant families, especially those of recent immigration and lower socioeconomic status often face numerous challenges, which may undermine their involvement in their children's school. The aim of this study was to examine the experience of school bullying among Asian and Latino immigrant children from the perspectives of their parents and teachers. Fifteen parents and 8 teachers were recruited from an ethnically diverse elementary school. Focus groups explored parents' and teachers' understanding and coping of school bullying, and challenges or resources within immigrant families. Qualitative analysis was conducted using Grounded Theory (GT). Our findings highlight the specific challenges faced by immigrant families, and potential tensions between parents and school due to varied child-rearing beliefs. Interrelationships of themes, limitations, and implications of this study are discussed