SOCIAL ADJUSTMENT AND RESILIENCE AMONG NEWCOMER STUDENTS IN VANCOUVER SCHOOLS, CANADA

Abstract

Global migration is transforming educational landscapes, creating multilingual and multicultural classrooms, with Canada’s British Columbia serving as a prime example of this demographic shift. This study explores the social adjustment experiences of newcomer high school students in Vancouver, aiming to understand the challenges they face, the coping strategies they employ, and how they navigate a sense of belonging. Guided by Berry’s Acculturation Theory, which frames adaptation as a process of negotiation between heritage and host cultures, this research utilized a qualitative exploratory design. The study was conducted at Windermere Secondary School (the universe), with the unit of analysis being immigrant and international students residing in Canada for less than five years. Using purposive and convenience sampling, fifteen participants were selected, and data was collected through semi-structured interviews, reaching thematic saturation. Thematic analysis revealed that adjustment is shaped by intrapersonal factors (language anxiety, shyness), interpersonal dynamics (peer rejection, cultural bonding), and structural influences (English Language Learners ELL segregation, limited support). Despite these hurdles, students demonstrated remarkable resilience by leveraging academic strengths, joining extracurricular activities, and building supportive peer networks. The study concludes that successful social adjustment is not solely the responsibility of the newcomer but is profoundly influenced by the school’s institutional practices, advocating for more intentional structural support, culturally responsive teaching, and programs that foster intercultural connection to cultivate truly inclusive educational communities.