Abstract
ABSTRACT
Background
Central to student learning and academic success, school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. This study aims to characterize the mental health and well‐being of immigrant and native students from lower and upper secondary education in Portugal (Grades 5–12).
Methods
Online survey conducted between January and June 2024 among 3073 public school students from Grades 5 to 12.
Results
Compared to Portuguese students, immigrant students have significantly higher odds of poor psychological well‐being (24.7% vs. 37.8%, respectively,
p
p
= 0.002). Main associated factors included poor peer relationships, lack of school belonging, low self‐esteem, weak teacher support, and negative perceptions of the school climate.
Implications for School Health Policy, Practice, and Equity
Teacher preparation and capacity‐building programs that focus on working and communicating with immigrant students and their families can play a vital role in more equitable, inclusive, and effective educational practices for all students.
Conclusions
The findings highlight the need to develop awareness and policy strategies, involving all actors in the school environment, for promoting and supporting positive mental health outcomes and fostering a greater sense of belonging among all students, regardless of their immigrant status.