School anxiety and depression among immigrant youth in America: Differences by region of birth and language proficiency

Abstract

This study sought to examine school anxiety and depression by parents’ immigrant status and identify differences by region of birth and language proficiency. Data were used from the Early Childhood Longitudinal Study‐Kindergarten Cohort, a nationally representative and longitudinal study of students in the United States. The analytic sample included 6,156 youth. Linear regression models predicted school anxiety and depression of American eighth grade students from English proficiency and parents’ region of birth. Controlling for demographic covariates, there was no significant difference in school anxiety or depression between youth with American‐born parents and those with parents born in any major world region. With the inclusion of an interaction between language proficiency and region of birth, children with limited English proficiency from Europe (B = 2.86, 95% CI = 2.16, 3.55), Central America (B = 1.52, 95% CI = 0.73, 2.31), Asia (B = 1.48, 95% CI = 0.55, 2.40), and South America (B = 0.85, 95% CI = 0.08, 1.61) had significantly heightened school anxiety compared to native‐English speakers with native‐born parents. When considering sources of school anxiety, it was revealed that over 60% of these youth worried about doing well in school. Future research should explore interventions to increase English proficiency and ease school‐related stress among children of immigrants.

Facilitators and barriers in the college pathways of working-class immigrant-origin youth of color in New York City.

“…Because many immigrant-origin youth of color face unique challenges arising from their intersectional identities based on their race, ethnicity, and nationality, it is important to understand how these youth navigate a complex, inequitable, and unfamiliar educational landscape (Borrero et al, 2013; Marks et al, 2021). Many immigrant families of color are also from lower socioeconomic class backgrounds, creating additional stressors for immigrant-origin youth of color arising through financial instability and the lack of parental educational attainment (Kremer & House, 2020; Suárez-Orozco & Todorova, 2003; Tienda & Haskins, 2011). Despite the growing number of immigrant-origin students from diverse backgrounds, there is little research comparing the narratives of different working-class immigrant-origin youth who face challenges based on their intersecting marginalized identities.…”

Mindfulness diligence: Supporting the culturally relative self-actualization processes of diverse groups of youth.

“…Consequently, stress hormones are produced and prepare the body for fight, flight, or freeze, which in turn will make learning academic skills virtually unrealizable. The biological and neurobiological consequences of survival mode, or considering oneself to be prey to bullies or aggressive acts, deteriorates cognition, emotional well-being, and long-term health (Hammond, 2015; Kremer & House, 2020). Children that experience these events at home or in school have shown to have increased levels of cortisol and typically do not live as long as children without trauma (Cozolino, 2014).…”

“…This prevents equitable opportunities for learning and growth. Immigrant populations of students may find a great deal of stress adjusting to host cultural norms (in both school and the community), and feel that their cultural identity is devalued or even suppressed (Kremer & House, 2020). For culturally diverse children experiencing negative stressors, hostility, and depression, the brain is not plastic and development is inhibited.…”