Adjustment and Adaptation Issues Affecting the Social, Emotional and Psychological Well-Being of Immigrant Children in Japanese Schools

This document presents four recent English-language research articles. Each section contains an expanded original summary written for practical use, followed by the source link. The summaries do not reproduce the full copyrighted articles.

1. Adjustment and Adaptation Issues Affecting the Social, Emotional and Psychological Well-Being of Immigrant Children in Japanese Schools

How language, identity, peer relationships and school practices shape children’s adjustment

Expanded overview

This qualitative study examines the experiences of immigrant children in Japanese schools through the perspectives of parents from South Korea, the Philippines and Vietnam. The authors use acculturation theory and social identity theory to explain why entering a new school system is not simply an academic transition. Children are simultaneously learning how to function in a new language, how to interpret unfamiliar social rules and how to preserve a stable sense of identity.

The article shows that language barriers affect far more than classroom achievement. Limited proficiency can make it difficult for children to understand instructions, express emotions, join conversations and defend themselves when misunderstandings arise. These difficulties may create social isolation and may cause teachers or classmates to underestimate a child’s abilities.

A second theme is the tension between the child’s home identity and the expectations of the host society. Some children feel pressure to assimilate quickly, while their families may wish to preserve their original language and cultural practices. The study explains that successful integration is more likely when children are allowed to participate in the new culture without being asked to abandon their previous identity.

Peer relationships are presented as a major protective factor. Friendship can reduce loneliness, increase confidence and give children an informal way to learn language and social norms. Conversely, exclusion, stereotyping or bullying can deepen emotional distress and make school attendance feel threatening.

The authors emphasize that schools play an active role in shaping adjustment. Inclusive teaching, accessible communication with parents, language support and recognition of cultural diversity can reduce stress. The study therefore frames adaptation as a shared responsibility among children, parents, teachers and the wider school community.

Practical relevance for relocation

• Parents should expect school adjustment to involve emotional and social learning, not only academic learning.
• Language support should include everyday communication and peer interaction, not only formal lessons.
• Schools that recognize both the host culture and the child’s original identity can support healthier integration.

Source: https://journals.sagepub.com/doi/10.1177/21582440251340627