Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The results indicated that school belonging, interestingly, was negatively associated with academic achievement. Perceived social support and acculturative stress were not significantly associated with academic achievement. The findings provide insights into risk and protective factors influencing academic achievement of Chinese migrants. Implications of the findings are discussed.

Objective The study explored the experiences of trainee psychologists from a culturally and/or linguistically diverse (CALD) background in Australia. Although previous studies have documented the experiences of CALD trainees in the USA and UK, few studies have explored this issue in Australia. Findings from other countries may aid understanding, but could not be assumed to apply in Australia. The current study aimed to address this gap and explore what facilitated or hindered CALD trainee psychologists’ progress during their training and to provide recommendations. Method Fourteen CALD trainee psychologists, undertaking Clinical or Education and Developmental postgraduate training from four universities in southeast Queensland, attended an individual, semi‐structured interview. A thematic analysis approach was used to analyse the emerging themes across interviews. Results Nine themes were generated, including cultural challenges, lack of acknowledgment and support from the training staff, effective supervision, strengths of a CALD trainee psychologist, language and communication challenges, limited training/understanding of issues about CALD clients, uniform approach of training, peer interactions: pleasant or unpleasant, and coping strategies. Conclusions Findings provided not only an account of challenges CALD trainees encountered but also their strengths. CALD trainee psychologists faced extra difficulties and there is a need for increased awareness among trainers. Recommendations for trainers to increase facilitation and reduce hindrance to CALD trainees’ training were provided.