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Enhancing Support for Newcomer Youth: Insights from School Integration Research

Enhancing Support for Newcomer Youth: Insights from School Integration Research

Introduction

As immigration continues to shape Canada's demographic landscape, schools play a crucial role in the integration of newcomer youth. The research article "Access to Support Services for Newcomer Youth Through the Process of School Integration: A Critical Narrative Literature Review" offers valuable insights into the challenges and opportunities faced by these youth. This blog aims to guide practitioners in enhancing their support services by implementing the outcomes of this research.

Key Themes from the Research

The critical narrative literature review identifies four key themes that impact newcomer youth's access to school-based psychosocial support services:

Implementing Research Findings

Practitioners can enhance their support for newcomer youth by focusing on the following strategies:

Encouraging Further Research

While the existing research provides a foundation, there is a need for further studies that prioritize the perspectives of newcomer youth. Practitioners are encouraged to engage in research that captures the nuanced experiences of these youth and explores innovative approaches to support their integration.

Conclusion

By implementing the insights from the research on school integration, practitioners can play a pivotal role in supporting newcomer youth. Through culturally responsive practices, comprehensive transition planning, and a focus on lived experiences, schools can become a place of support and opportunity for these youth.

To read the original research paper, please follow this link: Access to Support Services for Newcomer Youth Through the Process of School Integration: A Critical Narrative Literature Review.


Citation: Kalchos, L. F., Kassan, A., & Ford, L. (2022). Access to support services for newcomer youth through the process of school integration: A critical narrative literature review. Canadian Journal of School Psychology, 37(4), 307-327. https://doi.org/10.1177/08295735221130442
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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