School Climate Matters for Students of Immigrant-Origin: Why Including Immigrant Generations in School Climate Assessments is Critical

By Carola Suárez-Orozco, Juan Cruz, and Juliana Karras
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This policy brief examines the vital role of school climate in shaping the academic motivation, wellbeing, and sense of belonging for immigrant-origin students-the fastest-growing school population in the U.S. Despite their numbers, none of the 26 federally approved school climate surveys currently collect data on students’ immigrant generation, making these students invisible in assessments and limiting schools’ ability to address their unique needs. Drawing on new national survey data, the brief finds that first-generation immigrant students report feeling significantly less safe at school than their third-generation peers, which negatively impacts their academic engagement and psychological wellbeing. The brief highlights the importance of positive teacher-student relationships and school belonging as protective factors, and calls for policymakers, districts, and educators to include immigrant generation in school climate assessments, implement restorative and culturally responsive practices, and develop targeted supports to ensure all students thrive in increasingly diverse educational environments.

For media outreach about the brief, please contact:
immigrationinitiative@harvard.edu