A Qualitative Phenomenological Study on the Lived Experiences of Secondary Teachers Who Support Latino Newcomer Immigrant Youth in Their First Year of U.S. Schools
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Authors
Zesati-Castro, Maria Isabel
Issue Date
2025-12
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , Latino Newcomer Youth , migrant trauma , socioemotional and academic needs
Alternative Title
Abstract
The purpose of this qualitative phenomenological study was to explore the lived experiences of secondary public school teachers who have or currently support Latino newcomer immigrant youth in their first year of U.S. schools, with a specific focus on identifying effective instructional strategies and support systems that promote both academic achievement and socioemotional well-being. The problem addressed in this study was that secondary teachers often lack adequate preparation and knowledge of effective instructional strategies and support systems that promote both academic achievement and socioemotional well-being among Latino newcomer immigrant youth in grades 7-12 during their first year of school. This population often develops acculturative stress due to migration-related trauma, which adversely affects their academic and socioemotional well-being (Conway & Lewin, 2022). A purposive sample of 12 participants from two school districts provided insight into how they addressed the academic and socioemotional needs of Latino newcomer immigrant youth. The findings revealed that participants implemented a wide range of instructional strategies they deemed effective and provided socioemotional support at varying degrees, depending on their comfort levels and knowledge. However, they reported that their teacher preparation program and their workplace did not adequately prepare them for working with this population. A lack of trauma-informed teaching and culturally relevant curricula were also reported. The results suggest that school districts and other stakeholders should provide increased professional development on the socioemotional needs of this population, with a primary focus on trauma-informed teaching and the adoption of more culturally relevant curricula. This would better equip educators in reducing the acculturative stress levels of Latino newcomer immigrant youth by providing more equitable opportunities for academic growth and improved socioemotional well-being.