The Resilience of Students with an Immigrant Background: Factors that Shape Well-being reveals some of the difficulties students with an immigrant background encounter and where they receive the support they need. The report provides an in-depth analysis of the risk and protective factors that can undermine or promote the resilience of immigrant students. It explores the role that education systems, schools and teachers can play in helping these students integrate into their communities, overcome adversity, and build their academic, social, emotional and motivational resilience.
The resilience of students with an immigrant background - factors that shape well being
1. The resilience of
students with an
immigrant
background:
Factors that shape
well-being
Paris 19 March 2018
Francesca Borgonovi
Co-funded by the European Union
3. Trends in the prevalence of students without
an immigrant background
0
10
20
30
40
50
60
70
80
90
100
Korea-0.99
Poland-1.63
Japan-1.71
Turkey
Mexico
Chile
SlovakRepublic
Hungary-3.77
CzechRepublic-2.77
Finland-6.42
Slovenia
Italy-9.57
Iceland-6.89
Spain-10.28
Netherlands
Latvia8.92
Greece-7.31
Estonia
Denmark-8
OECDaverage-6.44
Norway-9.43
Portugal-8.92
France
Germany-7.33
UnitedKingdom-8.75
Austria-12.37
Israel
Sweden-9.3
UnitedStates-10.14
Belgium-9.44
Ireland-15.91
Canada-10.82
Australia
NewZealand-7.13
Switzerland-15.77
Luxembourg-19.7
PISA 2015 PISA 2003%%
On average across OECD countries
77% of students in 2015 did not
have an immigrant background. In
2003 this figure was 83%.
4. N
N N
Native students
Students with an immigrant background
Immigrant students Immigrant students with at least one native-born parent
First-generation immigrant students
Were not born in the country in which they sat the
PISA test and have two foreign-born parents
Second-generation immigrant students
Were born in the country in which they sat the PISA
test but who have two foreign-born parents
N
F F
F
F F
F
N N
F
N F
Returning foreign-born students
Were not born in the country in which they sat the PISA test
but have at least one parent who was born in such country
Native students of mixed heritage
N
N F
Were born in the country in which they sat the PISA
test and have one native-born and one foreign-born
parent
5. How many students have an immigrant
background?
Percentage of students with an immigrant background, by group
0
10
20
30
40
50
60
70
80
90
100
Luxembourg
Switzerland
NewZealand
Australia
Canada
Ireland
Belgium
UnitedStates
Sweden
Israel
Austria
UnitedKingdom
Germany
France
Portugal
Norway
OECDaverage
Denmark
Estonia
Greece
Latvia
Netherlands
Spain
Iceland
Italy
Slovenia
Finland
CzechRepublic
Hungary
SlovakRepublic
Chile
Mexico
Turkey
Japan
Poland
Second-generation immigrant students Native students of mixed heritage First-generation immigrant students Returning foreign-born students%
On average across OECD countries:
5% of students were first-generation immigrant students
7% of students were second-generation immigrant
students
2% of students were returning foreign-born students
9% of students were native students of mixed heritage
6. Resilience and a whole child perspective
• Academic – reaching PISA level 2 in
reading, mathematics and science
• Social – reporting feelings of belonging at
school
• Emotional – reporting high satisfaction
with life and low school-work related anxiety
• Motivational – reporting high motivation
to achieve
7. Academic and well-being outcomes of immigrant
students (OECD average)
0 10 20 30 40 50 60 70
Academic under-performance
Weak sense of belonging at school
Low satisfaction with life
High schoolwork-related anxiety
Poor achievement motivation
Students without an immigrant background Second-generation immigrant students First-generation immigrant students
Native students of mixed heritage Returning foreign-born students
Percentage of students
8. Academically sound and socially and emotionally
well-adapted students, by immigrant background
Percentage of students who attain baseline academic proficiency, report a sense of belonging at school and being satisfied with life
0
10
20
30
40
50
60
70
Estonia
Hungary
Ireland-8
Netherlands-26
Portugal-15
Latvia
Switzerland-25
Spain-24
Slovenia-16
UnitedStates-13
Finland-33
UnitedKingdom-12
Germany-23
OECDaverage-17
zechRepublic
Luxembourg-23
Austria-25
Belgium-12
Italy-14
France-12
Greece-21
Chile-14
Iceland-32
First-generation immigrant students Native students%
9. Differences in the percentage of academically sound and socially
and emotionally well-adapted students, by immigrant group
Difference between students with an immigrant background and native students in the percentage of students who attain baseline
academic proficiency, report a sense of belonging at school and being satisfied with life
-35
-30
-25
-20
-15
-10
-5
0
5
10
15
Portugal
Hungary
Turkey
Italy
Chile
Spain
Greece
Latvia
Ireland
UnitedKingdom
CzechRepublic
Iceland
Belgium
France
OECDaverage
UnitedStates
lovakRepublic
Slovenia
Austria
Finland
Netherlands
Mexico
Estonia
Switzerland
Luxembourg
Germany
Native students of mixed heritage Second-generation immigrant students First-generation immigrant students
Percentage point difference
d
10. Baseline academic proficiency, by immigrant
background
Percentage of students attaining baseline academic proficiency, by immigrant background
0
10
20
30
40
50
60
70
80
90
Canada
Ireland
NewZealand
Estonia
Australia
UnitedKingdom-11
Hungary
Portugal-14
Switzerland-27
Luxembourg-24
Norway-25
Latvia-21
CzechRepublic-19
Spain-23
UnitedStates-22
OECDaverage-24
Netherlands-30
Belgium-31
Denmark-33
Germany-37
Slovenia-34
Italy-24
Finland-42
France-36
Austria-38
Sweden-38
Israel-22
Greece-29
Iceland-39
Chile-20
SlovakRepublic-35
% First-generation immigrant students Native students
11. Difference in attaining baseline academic
proficiency, by age at arrival
-60
-50
-40
-30
-20
-10
0
10
Canada11
NewZealand14
Australia11
Ireland
UnitedKingdom23
Portugal
CzechRepublic
Chile
UnitedStates
Israel37
Spain30
OECDaverage15
Luxembourg
Italy16
Norway18
Switzerland
Belgium20
Denmark
Slovenia32
France19
Germany27
Austria
Sweden21
First-generation immigrant students Arrived at or after the age of 12 Arrived before the age of 12Percentage-point difference
compared to native students
12. Sense of belonging at school, by immigrant
background
0
10
20
30
40
50
60
70
80
90
Netherlands
Spain-14
Australia8
Estonia
Chile
Finland
Portugal-11
NewZealand
Canada4
Greece-12
Hungary
Slovenia
Norway-10
Germany-8
UnitedStates
Ireland-8
OECDaverage-9
Austria-13
UnitedKingdom
Iceland-17
Italy-9
Denmark-14
Switzerland-17
CzechRepublic-10
Sweden-15
Mexico-16
Belgium-14
Luxembourg-22
Latvia-28
France
First-generation immigrant students Native students%
13. Difference in sense of belonging at school,
by age at arrival
Difference between native and first-generation immigrant students in the percentage of
students who reported a sense of belonging at school
-50
-40
-30
-20
-10
0
10
20
Australia15
NewZealand8
Canada
Chile
UnitedKingdom20
UnitedStates
Slovenia
France
Ireland14
Finland
Germany45
OECDaverage12
Italy
Norway16
zechRepublic
Portugal
Austria18
Denmark
Spain18
Belgium
Sweden26
Switzerland
First-generation immigrant students Arrived at or after the age of 12 Arrived before the age of 12Percentage-point difference
f
14. Satisfaction with life, by immigrant
background
Percentage of students who reported being satisfied with life (at least 7 on a 0-10 scale)
0
10
20
30
40
50
60
70
80
90
100
Mexico
Estonia
Hungary
Netherlands-10
Switzerland-8
Finland
Luxembourg-5
Belgium-8
Ireland
Iceland-10
Latvia
OECDaverage-6
France-11
Austria-11
Germany-8
CzechRepublic
UnitedStates-7
Portugal-8
Slovenia
Spain-11
Italy
Greece
UnitedKingdom-9
Chile-12
First-generation immigrant students Native students%
15. Low schoolwork-related anxiety, by
immigrant background
Percentage of students who reported low schoolwork-related anxiety
0
10
20
30
40
50
60
70
Latvia
SlovakRepublic
CzechRepublic
Switzerland-17
Belgium-7
Israel
Hungary
Netherlands-16
Germany-14
Luxembourg-18
Iceland
Estonia
Austria-15
Chile
OECDaverage-6
Finland-17
France-14
Greece
Portugal
Canada-4
Sweden-8
Denmark
Norway-8
Ireland-4
UnitedStates
Slovenia-8
Italy
NewZealand
Australia-7
UnitedKingdom
Spain-7
Mexico-16
First-generation immigrant students Native students%
16. Difference in motivation to achieve, by
immigrant background
Percentage of students who reported high motivation to achieve
0
10
20
30
40
50
60
70
80
90
100
UnitedStates
nitedKingdom
Australia
Israel-5
Sweden16
Canada6
NewZealand
Ireland
Portugal
Chile
Iceland
CzechRepublic13
Norway13
Mexico
Latvia
OECDaverage7
Netherlands36
Hungary
Spain6
Austria22
Italy10
Denmark14
France16
Greece
Luxembourg12
Belgium23
Slovenia
Germany16
Estonia
Finland14
First-generation immigrant students Native students%
17. The ability of education systems to promote
the resilience of students with an
immigrant background differs
18. Attaining baseline academic proficiency, by
country of origin in selected countries
% point difference between immigrant and native students
-60
-50
-40
-30
-20
-10
0
10
20
Albania
Turkey
Spain
Italy
Germany
France
Turkey
Poland
Italy
Afghanistan
Somalia
Iraq
Turkey
Pakistan
Lebanon
Somalia
Iraq
Estonia
RussianFederation
Turkey
Morocco
Suriname
Difference between first-generation immigrant students and native students
Difference between second-generation immigrant students and native students
Netherlands
Finland
Denmark
Germany
Switzerland
Percentage-point difference
19. Reporting sense of belonging at school, by country of
origin in selected countries
% point difference between native students and immigrant students
-35
-30
-25
-20
-15
-10
-5
0
5
Spain
France
Portugal
Italy
Turkey
Germany
Albania
Turkey
Poland
Italy
Turkey
Afghanistan
Somalia
Pakistan
Iraq
Lebanon
Iraq
Somalia
RussianFederation
Estonia
Suriname
Turkey
Morocco
Difference between first-generation immigrant students and native students
Difference between second-generation immigrant students and native students
Netherlands
Finland
Denmark
Germany
Switzerland
Percentage-point difference
20. • Gender
• Working (paid and unpaid work)
• Enrolment in ECEC
• Language spoken at home
Individual factors that shape vulnerability
21. Students attaining baseline academic proficiency, by
immigrant background and language spoken at home
-35
-30
-25
-20
-15
-10
-5
0
5
10
Canada
Australia
Israel-7
UnitedStates
Ireland
NewZealand-7
UnitedKingdom
Hungary
CzechRepublic
Portugal
France
Italy
Netherlands-9
Norway
Spain
OECDaverage-8
Greece-10
Slovenia
Estonia
Sweden
Austria-14
Germany-14
Switzerland-15
Belgium-11
Denmark-10
Finland
Latvia-24
Native-speaking immigrant students Non-native-speaking immigrant studentsPercentage-point difference compared to native students
22. Students reporting a sense of belonging at school, by
immigrant background and language spoken at home
-30
-25
-20
-15
-10
-5
0
5
10
15
Australia
UnitedStates7
NewZealand
Canada
France
Austria
Finland
Germany
Netherlands
Slovenia
UnitedKingdom-15
Norway-16
Switzerland
OECDaverage-5
CzechRepublic
Ireland
Sweden
Belgium
Denmark
Portugal
Hungary
Italy-10
Greece-12
Spain-12
Latvia
Estonia
Native-speaking immigrant students Non-native-speaking immigrant studentsPercentage-point difference compared to native students
Students reporting a sense of belonging at school, by immigrant background and language
spoken at home
23. • Family socio-economic condition
• Parental involvement
• School choice
The role of the family context
24. In many countries immigrant students are socio-
economically disadvantaged compared to native students
-1.0
-0.8
-0.6
-0.4
-0.2
0.0
0.2
0.4
0.6
0.8
1.0
Turkey
Hungary0.58
Portugal0.41
Latvia
Chile0.57
Ireland
NewZealand-0.25
Estonia-0.25
Australia
Canada-0.21
UnitedKingdom
Israel0.39
SlovakRepublic
CzechRepublic
OECDaverage
Italy
Iceland
Sweden
Norway
Finland
Spain
France
Belgium
Greece0.25
Germany-0.21
Netherlands
Slovenia
Austria
Switzerland-0.2
Denmark-0.26
UnitedStates
Luxembourg-0.19
Second-generation immigrant students First-generation immigrant studentsESCS Index-point difference
25. But mixed-heritage and returning foreign-born students
are generally socio-economically advantaged
-0.6
-0.4
-0.2
0.0
0.2
0.4
0.6
0.8
1.0
1.2
Turkey
Mexico
Portugal0.82
Chile
Poland
Hungary
NewZealand
Canada-0.21
Ireland
Spain-0.39
Australia-0.16
Greece0.24
Denmark-0.22
UnitedKingdom-0.18
OECDaverage-0.17
Switzerland-0.27
Israel-0.29
France
Netherlands-0.24
Austria
Norway-0.19
Finland-0.5
Italy-0.25
Slovenia
SlovakRepublic
Latvia-0.75
Iceland-0.33
Sweden-0.17
Estonia-0.33
Japan-0.42
CzechRepublic-0.27
UnitedStates
Germany
Belgium-0.32
Luxembourg
Korea
Native students of mixed heritage Returning foreign-born studentsESCS Index-point difference
26. Differences in socio-economic status explain around a
fifth of differences in academic proficiency
Difference between immigrant and native students in attaining baseline academic proficiency
-40
-35
-30
-25
-20
-15
-10
-5
0
5
10
Australia
Israel4
Canada
Hungary-6
UnitedStates11
NewZealand-2
Ireland
UnitedKingdom2
Estonia
Portugal
zechRepublic
Luxembourg10
Chile
Netherlands8
Latvia-3
Greece10
Italy6
France11
Norway6
OECDaverage4
Turkey-10
Spain6
Slovenia7
Germany5
Switzerland6
Belgium8
Austria8
Sweden6
Denmark6
Mexico8
Finland5
Iceland5
Japan
After accounting for students' socio-economic status
Before accounting for students' socio-economic status
Percentage-point difference
27. Socio-economic status play a less important role in explaining the
variability in the academic outcomes among immigrant than among
native students
0
5
10
15
20
25
Chile
NewZealand
France-7
Australia
Finland
Luxembourg
Austria
Israel-5
Belgium
Ireland
Spain
UnitedKingdom
Portugal
Estonia
UnitedStates-4
Norway
Sweden
OECDaverage-4
Hungary-10
Japan
CzechRepublic
Latvia
SlovakRepublic-8
Italy
Canada-4
Netherlands-7
Slovenia
Germany
Turkey
Greece-9
Denmark-6
Iceland
Mexico-9
Immigrant students Native studentsPercentage-point increase in likelihood
Change in likelihood of attaining baseline academic proficiency related to socio-economic status, by immigrant background
28. Socio-economic status plays a less important role
in explaining differences in sense of belonging
-20
-15
-10
-5
0
5
10
15
Australia
NewZealand-0.5
UnitedStates4.4
Canada
UnitedKingdom0.7
Chile
Norway2.9
Hungary-1.5
Finland1.9
France4.8
Austria2.5
Netherlands2
Germany1.2
Slovenia
OECDaverage1.2
Portugal
Sweden1.9
Denmark3
Switzerland
Greece1.1
CzechRepublic
Belgium3.4
Ireland
Italy0.8
Japan
Spain0.8
Estonia
Latvia
Luxembourg3.7
Mexico1.8
Turkey-2.1
Iceland1.9
After accounting for students' socio-economic status Before accounting for students' socio-economic statusPercentage-point difference
Difference between immigrant and native students in reporting a sense of belonging at school
29. … and in feeling satisfied with life
Difference between immigrant and native students in feeling satisfied with life
-12
-10
-8
-6
-4
-2
0
2
4
6
8
10
Hungary-1.5
UnitedStates5.1
Netherlands1.1
Luxembourg3.2
CzechRepublic
Germany2.7
Italy2.1
Japan
Belgium2.7
Finland1.9
Greece2.6
OECDaverage1.2
Estonia
Austria3
Portugal
Switzerland0.8
Iceland3.1
Latvia-1.6
France2.9
Ireland
Slovenia
Mexico1.4
Spain2.1
Chile
UnitedKingdom0.7
Turkey-2.6
After accounting for students' socio-economic status Before accounting for students' socio-economic statusPercentage differencePercentage-point difference
30. Immigrant-native differences in the criteria
parents use to choose a school
-4
-3
-2
-1
0
1
2
3
4
5
Theschoolisashortdistance
tohome
Theschoolhasagood
reputation
Theschooloffersparticular
coursesorschoolsubjects
Theschooladherestoa
particularreligiousphilosophy
Theschoolhasaparticular
approachtopedagogy
Otherfamilymembers
attendedtheschool
Expensesarelow
Theschoolhasfinancialaid
available
Theschoolhasanactiveand
pleasantclimate
Theacademicachievementof
studentsishigh
Thereisasafeschool
environment
Percentage-pointdifference
Difference in the percentage of immigrant parents and native parents who indicated that the following criteria are
important when choosing a school, after accounting for socio-economic status
32. Immigrant students are more likely to be the
victims of frequent bullying
0
5
10
15
20
25
30
35
40
45
50
SlovakRepublic23
CzechRepublic13
Latvia
Mexico13
Estonia8
Chile
Turkey
UnitedKingdom
Greece7
OECDaverage3
Hungary
NewZealand-7
Japan
Australia-7
France
Denmark
Switzerland4
Belgium
Austria
Finland
Iceland
Spain5
Canada-3
Germany
Ireland4
Luxembourg5
Slovenia
Sweden
Norway
UnitedStates-4
Portugal
Netherlands
Native students Immigrant students%
33. And to feel being unfairly treated by their
teachers
% of students reporting being unfairly treatment by teachers
0
10
20
30
40
50
60
70
80
Hungary
SlovakRepublic
Turkey
Estonia
Austria14
France7
Slovenia
Latvia
Germany12
Greece
Portugal8
CzechRepublic
Luxembourg6
UnitedKingdom5
Belgium11
Switzerland12
OECDaverage6
Denmark10
Chile
UnitedStates
Ireland5
NewZealand-5
Mexico18
Australia-2
Sweden11
Japan
Netherlands14
Spain
Norway
Finland
Native students Immigrant students%
34. Immigrant students are more likely to be asked
to repeat grades
-10
-5
0
5
10
15
20
25
30
SlovakRepublic
Mexico
Turkey
Italy
CzechRepublic
Austria
Sweden
Greece
Spain
Portugal
Switzerland
Finland
Belgium
OECDaverage
Hungary
Slovenia
Denmark
Ireland
UnitedKingdom
Iceland
Australia
Germany
Netherlands
Luxembourg
Canada
NewZealand
Latvia
Estonia
Chile
UnitedStates
Israel
France
after, nonsig Before accounting for socio-economic status and performance in PISA core subjectsPercentage-point difference
35. But immigrant students report receiving more
feedback from their teachers
-10
-5
0
5
10
15
20
25
Finland
Japan
Norway
Chile
Estonia
Luxembourg
Sweden
France
SlovakRepublic
Belgium
Slovenia
Denmark
Germany
Switzerland
OECDaverage
UnitedStates
Portugal
NewZealand
Italy
Australia
Austria
Ireland
Mexico
CzechRepublic
UnitedKingdom
Greece
Netherlands
Canada
Latvia
Spain
Iceland
Turkey
Israel
Hungary
After accounting for science performance Before accounting for science performancePercentage-point difference
Differences in the % of native and immigrant students who reported that they receive frequent feedback from their science teacher
36. Teacher's report needing professional development to
deal with multicultural classrooms
0
5
10
15
20
25
30
35
Netherlands
Belgium(Flemish)
Canada(Alberta)
Australia
NewZealand
Latvia
UnitedStates
CzechRepublic
Finland
Poland
Denmark
England
Norway
SlovakRepublic
Iceland
Estonia
Japan
OECDTALISsystemsaverage
Sweden
France
Israel
Portugal
Korea,Republicof
Spain
Chile
Italy
Mexico
%
TALIS 2013
37. Most students with an immigrant
background and their parents are highly
motivated to achieve and see education as a
springboard for social mobility
38. Many immigrant students expect to complete
tertiary education
% of students who report expecting to complete tertiary education
0
10
20
30
40
50
60
70
80
90
100
Canada21
UnitedStates
Turkey
Australia20
zechRepublic
UnitedKingdom24
Chile
NewZealand18
Israel
Ireland10
Hungary18
Sweden14
Greece-19
Mexico-15
OECDaverage
Japan
Spain-12
Portugal
Luxembourg-6
Belgium
Denmark
Norway13
France
Latvia
Switzerland
Estonia-21
Italy-14
Iceland-15
Austria-5
SlovakRepublic14
Netherlands
Slovenia-9
Germany
Native students Immigrant students%
39. Yet many lack key baseline levels of skills
0
10
20
30
40
50
60
70
80
Canada16
Australia16
UnitedStates-9
CzechRepublic
NewZealand13
UnitedKingdom15
Hungary16
Ireland5
Israel
Turkey
Sweden
Spain-16
Portugal
Luxembourg-10
Japan-23
OECDaverage-4
Greece-23
Belgium
Chile
Denmark-8
France-6
Norway5
Estonia-21
Switzerland
Latvia
Austria-8
Italy-15
Netherlands
Germany-4
Slovenia-11
SlovakRepublic
Iceland-20
Finland
Native students Immigrant students%
Percentage of students who expect to complete tertiary education and who attain baseline academic proficiency in
reading, math and science in PISA
No gender differences
Working for pay and participation in unpaid work, in some countries large differences in participation with explaining power on differences in outcomes
Enrolment in ECEC difference in stocks, explains little of observed differences