背景:初入加拿大的青少年经历了导航发展变化和多种文化的双重挑战。这项研究调查了9至12岁青少年早期情绪健康的变化与移民背景有何不同,以及同伴归属感和支持性学校氛围在多大程度上保护或促进了他们的情绪健康。
方法:本研究采用了相互关联的自我报告和管理数据。在不列颠哥伦比亚省的10个学区,加拿大,N=4479非移民,移民,难民青少年报告了他们的同伴归属,学校气候,和情绪健康(生活满意度,乐观,自尊,悲伤,担忧)在4年级和7年级,使用中世纪发展工具。移民背景包括移民类(经济,家庭,难民)和世代身份(第一,第二)是从有关联的移民局获得的,难民,加拿大公民身份数据。多层次建模评估了时间的影响(年级),移民团体,以及同伴归属感和学校氛围的变化与自我报告的情绪健康的变化有关。分析进行了性别调整,英语第一语言,家庭收入低。
结果:与非移民相比,4年级的移民和难民青少年的情绪健康状况较差。非移民和移民青少年的情绪健康状况从4年级下降到7年级。相比之下,第一代难民青少年报告生活满意度有了显著改善,第一代和第二代难民报告说,这一时期的担忧有所改善。同伴归属感和学校氛围的改善与所有青少年情绪健康的积极变化有关。
结论:从4年级到7年级的青少年情绪健康变化在移民之间有所不同,难民,非移民。进入青春期的移民和难民的情绪健康状况低于非移民同龄人,可能特别受益于文化敏感的学校和基于社区的干预措施。
BACKGROUND: Early adolescents who are new to Canada experience dual challenges of navigating developmental changes and multiple cultures. This study examined how changes in early adolescents\' emotional health from ages 9 to 12 differed by immigration background, and to what extent peer belonging and supportive school climate protected or promoted their emotional health.
METHODS: This study drew upon linked self-report and administrative data. Across 10 school districts in British Columbia, Canada, N = 4479 non-immigrant, immigrant, and refugee adolescents reported on their peer belonging, school climate, and emotional health (life satisfaction, optimism, self-esteem, sadness, worries) in Grades 4 and 7, using the Middle Years Development Instrument. Immigration background including immigration class (economic, family, refugee) and generation status (first, second) were obtained from linked Immigration, Refugees, and Citizenship Canada data. Multi-level modeling assessed the effect of time (grade level), immigration group, and changes in peer belonging and school climate on changes in self-reported emotional health. Analyses were adjusted for gender, English first language, and low family income.
RESULTS: Immigrant and refugee adolescents reported worse emotional health in Grade 4 compared to non-immigrants. Non-immigrant and immigrant adolescents reported declines in emotional health from Grades 4 to 7. In contrast, first-generation refugee adolescents reported significant improvements in life satisfaction, and first- and second-generation refugees reported improvements in worries over this period. Perceived improvements in peer belonging and school climate were associated with positive changes in emotional health for all adolescents.
CONCLUSIONS: Changes in adolescents\' emotional health from Grades 4 to 7 differed between immigrants, refugees, and non-immigrants. Immigrants and refugees who enter adolescence with lower emotional health than their non-immigrant peers may particularly benefit from culturally responsive school and community-based interventions.