Mental health in migrant schoolchildren in Italy: teacher-reported behavior and emotional problems

Psychopathological risk in a sample of immigrant preadolescents in Italy

BACKGROUND

Aim of the study was to collect information about emotional features in a sample of immigrant preadolescents in order to identify traits of emotional fragility or psychopathological risk factors.

METHODS

The sample consists of 1206 preadolescents (180 immigrants, 1026 Italian natives) attending the third year of the middle schools. In order to assess anxiety levels and the presence of depressive symptoms the Self-Administered Psychiatric Scale (SAFA-A) and the Children's Depression Inventory (CDI) were administered. Coping strategies and behavior problems were evaluated by the Coping Inventory for Stressful Situation (CISS) and the Youth Self Report scale (YRS). All teachers filled out the Teacher's Report Form (TRF). Parents were asked to fill out a form on social-demographic features and the Multidimensional Scale of Perceived Social Support (MSPSS).

RESULTS

Immigration resulted a risk factor for development of anxiety (OR=0.702), depression (OR=0.644), internalizing problems (OR=0.685), behavior problems (OR=0.622) and total problems (OR=0.719). Teachers observed more behavior problems and lower competences in immigrants than natives. Immigrants relied significantly more often on emotion-oriented coping strategies to resolve stressful situation than natives (P=0.045). Analyzing the immigrants' sample, second generation children reported significantly higher levels in total competence (school, activity and relationship) than first generation ones (P≤00.1); on the contrary there were no significant differences between the two groups concerning other behavioral and emotional problems or the preferred coping style. Natives' families reported significantly higher levels of perceived support than immigrant ones.

CONCLUSIONS

Our findings confirm the hypothesis that preadolescent immigrants are more at risk for psychopathological risk factors than native peers.

Social Sustainability and School Segregation in the Region of Murcia (Spain)

In this article we show an anthropological analysis of the processes of distribution and segregation of students in the Autonomous Community of the Region of Murcia (Spain). This region has experienced an intense migratory flow in the last three decades from Africa, America and Europe. In a short time, the region has become a heterogeneous society, affecting social cohesion. The objective of the research was to analyze the degree and causes of school segregation by sex, socioeconomic reasons and origin of the students. In order to know the degree of segregation, we have carried out a quantitative analysis of the enrollment data from last five years through the databases of the Regional Center for Statistics of the Region of Murcia, and of the Ministry of Education and Professional Training, EDUCAbase. To understand the causes underlying this distribution, an ethnographic fieldwork was carried out visiting nine educational centers (four public, three subsidized and two private) that present a high segregation of students. Members of the management team of the centers, teachers and parents were interviewed, compiling their interpretations about the social reality of the center and the environment, as well as their point of view on education and the inclusion of diversity in the classroom. The information obtained sufficiently clarifies the reality and the causes of the distribution between the public and private network of immigrant students, and even makes visible important differences between the different groups according to their origin.

Including migrant students in the primary school: perspectives of Italian principals

Purpose

The aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.

Design/methodology/approach

The method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis.

Findings

The following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs.

Research limitations/implications

The number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors.

Practical implications

The findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered.

Social implications

Stakeholders could consider the findings before making decisions and developing policy actions countrywide.

Originality/value

The key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

Emotional School Engagement and Psychiatric Symptoms among 6-9-Year-old Children with an Immigrant Background in the First Years of School in Finland

The aim of this study is to examine emotional school engagement and psychiatric symptoms among 6-9-year-old children with an immigrant background (n = 148) in their first years of school compared to children with a Finnish native background (n = 2430). The analyzed data consisted of emotional school engagement measures completed by children and Strengths and Difficulties Questionnaires completed by both parents and teachers. Children with an immigrant background had lower self-reported emotional school engagement than children with a native background with reference to less courage to talk about their thoughts in the class and more often felt loneliness. Further, they reported that they had more often been bullies and seen bullying in the class. Children with an immigrant background had more emotional symptoms and peer problems reported by parents than children with a native background. However, teachers did not report any significant differences.

Immigrant Children's Proficiency in the Host Country Language is More Important than Individual, Family and Peer Characteristics in Predicting Their Psychological Well-Being

Immigrant children are exposed to high levels of psychological distress, leading to an increased risk of mental and physical health problems. In the present study we investigated the impact of first and second generation immigrant children's proficiency in the host country language on their psychological well-being one year later. The effects of gender, family SES, and classmates' characteristics were also examined. A structural equation model was tested on 2334 immigrant children in a representative sample of 561 Italian primary schools taking measurement errors into account. Children's language proficiency significantly predicted their psychological well-being one year later, both in first and second immigrant generations (B = .23; p < .001). None of the other variables had a significant impact. Improving the language skills of immigrant children could promote their mental health, regardless of their backgrounds and whether they were born in the host country or not.

Emotional and behavioral problems in migrant children and adolescents in Europe: a systematic review

Based on findings of Stevens and Vollebergh [69], who analyzed cross-cultural topics, this review considers the current prevalence of emotional and behavioral problems of native children and adolescents in comparison with children with a migration background in European countries. 36 studies published from 2007 up to 2013 chosen from a systematic literature research were included and analyzed in their perspective design in detail. Previous studies showed great differences in their results: Especially in Germany, many studies compare the heterogeneous group of immigrant children with native children to analyze an ethnic minority or migration process effect. Only a British and Turkish study demonstrates the selection effect in migration. Most Dutch or British studies examined different ethnic groups, e.g. Turkish, Moroccan, Surinamese, Pakistani, Indian or Black migrant children and adolescents. Migrant childhood in Europe could be declared a risk in increasing internalizing problem behavior while the prevalent rate in externalizing problem behavior was comparable between native and migrant children. A migration status itself can often be postulated as a risk factor for children's mental condition, in particular migration in first generation. Furthermore, several major influence factors in migrant children's mental health could be pointed out, such as a low socio-economic status, a Non-European origin, an uncertain cultural identity of the parents, maternal harsh parenting or inadequate parental occupation, a minority status, the younger age, gender effects or a specific culture declaration in diseases.