Adjustment and Adaptation Issues Affecting the Social, Emotional and Psychological Well-Being of Immigrant Children in Japanese Schools
Adjustment and Adaptation Issues Affecting the Social, Emotional and Psychological Well-Being of Immigrant Children in Japanese Schools
How language, school culture, friendships, and teacher support shape children’s adjustment after migration
Sachiko Inoue and Ratna Shila Banstola
This qualitative study examines the experiences of immigrant children from South Korea, Vietnam, and the Philippines who attend schools in Japan. Drawing mainly on the perspectives of fifteen parents, and in some cases the views of children, the researchers explore how migration affects communication, school participation, friendship formation, emotional well-being, and the sense of belonging. The study treats school as one of the main environments in which children encounter the host society and begin to understand their position within it.
Key Findings
- Language barriers can limit children’s ability to communicate, express emotions, participate academically, and build relationships with classmates.
- Children may experience loneliness, fear, rejection, discriminatory comments, bullying, and difficulty understanding unfamiliar social expectations.
- Parents also face uncertainty because they may not fully understand the school system, available support, or the cultural expectations placed on their children.
- Teacher encouragement, peer support, language assistance, and an inclusive school climate can reduce distress and strengthen children’s sense of belonging.
- Children who relocate after growing up in another country may require more focused support than children who were born or raised in the host country.
Why This Article Matters for Relocating Families
The article shows that a child’s adjustment cannot be assessed only through grades or language acquisition. Relocation changes the child’s social world, identity, daily routines, and access to familiar relationships. Families preparing for an international move should therefore consider school orientation, language support, friendship-building opportunities, and regular conversations about emotional experiences. The findings also suggest that schools and relocation providers should actively involve parents and explain how the local education system responds to cultural and linguistic diversity.
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