Emotional difficulties and support of migrant students: a case study in a multicultural secondary school

In this paper, a case study is presented on a Compulsory Secondary Education school, characterized by high multiculturalism. Interviews to agents of the educative community were carried out to explore the emotional difficulties experienced by migrant students, and the support they received. In addition, key documents (School Educational Project and Annual General Program) were analyzed. The main difficulties perceived for migrant students were the migratory experience, conflicts regarding the gender role of Western women, and belonging to segregated groups. These were followed by lack of knowledge of the language, lack of involvement in the school-family relationship, and neglect of families towards their children, as well as social discrimination, to a lesser extent. Likewise, intercultural and emotional education and the school's reception of migrant students were found as emotional supports. Furthermore, the school's supervision and family support, together with the promotion of a school-family relationship, were also identified as sources of support for students, although to a lesser extent. The school culture of caring for students and their families, as well as the teachers' needs to be trained in intercultural and emotional skills in relation to migrant families are especially highlighted.