Poster #132 - Understanding Educational and Psychosocial Needs of Unaccompanied and Newcomer Immigrant Youth in Schools

• In Event: Saturday Poster Luncheon

Abstract

Purpose 

Across the United States, unaccompanied and newcomer immigrant youth face extreme barriers to educational success, despite legal protections like Plyler v. Doe (1982) that guarantee the right to education for all children, regardless of immigration status. Yet, legal access alone does not ensure meaningful educational inclusion. This study is motivated by the urgent need to understand how schools can move beyond access to provide effective support for unaccompanied minors, particularly in California, where immigrant youth make up a growing portion of the student population.While existing literature examines undocumented and newcomer youth in schools, there is a lack of research addressing the intersecting identities and needs of unaccompanied, undocumented, and newcomer immigrant youth. To address this gap, our study explores three guiding questions: (a) What are the educational needs of newcomer transition-age youth (TAY)? (b) How do schools support their psychosocial needs? (c) How can schools foster a sense of belonging for these students? By answering these questions, our work highlights both the similarities and distinct needs between the broader immigrant student population and this uniquely vulnerable group so that we can better serve their educational and psychosocial needs.

Method
We reviewed the literature published from 2000 to 2024, on the educational experiences of unaccompanied immigrant youth navigating their resettlement in the U.S. To identify peer-reviewed empirical articles, we conducted a search using University of California-subscribed databases, including PubMed, Wiley Online Library, Taylor & Francis Online, PsychINFO, Hein Online, and Google Scholar. The inclusion criteria consisted of: studies that examined the educational experiences of newcomer immigrant youth in the U.S.; (b) studies published in English; and (d) studies and reports that discussed how schools serve the needs of newcomer immigrant youth, particularly related to their academic, psychosocial, and belongingness needs. 

Findings

Findings show that unaccompanied and newcomer immigrant youth face compounded barriers to education, including: 1) negative academic outcomes as newcomers missed gaps in their education due to the migration and encounter rigid enrollment policies; 2) language barriers, where limited access to ESL (English as Second Language) or lack of integration into academic instruction, which hinders academic progress and social participation;  3) psychosocial challenges, as students face trauma from pre- and post- migration experiences, discrimination, and fear of deportation, all of which impact school engagement and emotional regulation; 4) limited access to mental health services, particularly trauma-informed and culturally responsive care tailored to immigrant youth; and 5) difficulties with feeling a sense of support and belongingness at school, as students frequently report feeling isolated from peers, educators, and the broader community. Immigration status, family separation, and legal and economic precarity create major barriers to mental health, belonging, and well-being—often overlooked in education and social policy.

Conclusion

This review emphasizes the urgent need for integrated, equity-focused policies that address the spectrum of challenges faced by unaccompanied and newcomer immigrant youth. At this critical moment in education and immigration policy, our findings aim to inform not only academic discussions but also concrete policy actions that can transform the lives of these students.

Authors

• Alishba Sardar, University of California, Berkeley
  Presenting Author

• Kristina K Lovato, University of California, Berkeley
  Non-Presenting Co-Author

• Emely Natali Lugo, University of California, Berkeley
  Non-Presenting Co-Author