Citation

Habib FN. Adv. Sch. Ment. Health Promot. 2012; 5(1): 4-22.

Copyright

(Copyright © 2012, Informa-Taylor and Francis)

DOI

10.1080/1754730X.2012.664858

PMID

unavailable

Abstract

Whole school mental health promotion efforts to improve the social environment lack sufficient information about multicultural populations and their perspectives. This qualitative study employed a grounded theory approach to explore what makes English language learners feel included at school. Culturally sensitive research approaches helped access hard-to-reach parents and guide analyses. Results of interviews with school-community representatives and families offer perspectives of socially inclusive (and exclusive) elements affecting elementary students and their families. A dynamic, multi-dimensional conception of safety surfaces as a pathway to school connection and socio-emotional well-being. Some dimensions include feeling comfortable and secure; encountering consistency; sharing differences and experiencing 'safety in numbers'. While acknowledging different world views and experiences, the findings suggest that what is important to some may be just as relevant for others. School welcome, for example, is appreciated by new immigrant families and other families. The paper offers insights about how school-based interventions can be adapted for multicultural settings.