Mental health in migrant schoolchildren in Italy: teacher-reported behavior and emotional problems

Abstract

The migration process is a cause of physical and social stressors that may lead to mental health problems, particularly in children. In Italy, there are few studies about migrant children’s mental health; thus, the aim of this study is to compare the prevalence and types of emotional and behavioral problems in migrant schoolchildren to those of native Italian children. The research involved migrant (first- and second-generation) and native schoolchildren attending kindergarten, primary, and secondary school. A questionnaire was administered to parents to collect information about the sociodemographic characteristics of the children. All teachers filled in the Teacher’s Report Form for migrant and native children. The findings show that teachers detect academic and adaptive problems more easily in migrant schoolchildren, but they are probably less aware of the children’s psychological problems. The observations made in this study provide a starting point in understanding the psychological status and main problems noted among migrant children.

Is There a Paradox of Adaptation in Immigrant Children and Youth Across Europe? A Literature Review

“…Immigrant parents invest and develop strong educational aspirations, which in turn account for better educational attainment of their children at school (Fuligni, 1997;Fuligni & Witkow, 2004). Similarly, parents' schooling qualifications (Azzolini et al, 2012;van Tubergen & van Gaans, 2013), family cohesion (Kolaitis, Tsiantis, Madianos, & Kotsopoulos, 2003) and family involvement in children's schooling relate to better educational and behavioral outcomes for children (Kalmijn & Kraaykamp, 2003;Lahlah, Lens, Bogaerts, & van der Knaap, 2013;Margari, et al 2013;Seabra & Mateus, 2011;Song, 2011). Strict parenting styles, high expectations of obedience and encouragement, parental social support are also beneficial for better behavioral outcomes among immigrants (Atzaba-Poria & Pike, 2005;Hackett, Hackett, & Taylor, 1991).…”

Abuses and Distortions in Emotional Processes as Risk Factors for Parricide

“…Among minors, a central role is played by shame, humiliation and anger, together with specific representations of the self (Lewis 1971;Tangney and Dearing 2003). Maltreated children, especially those abused, characteristically experience shame (Loader 1998); moreover, they have parents with a negative or an authoritarian parental style (Alessandri and Lewis 1993;Alessandri and Lewis 1996;Belsky and Domitrovich 1997;Lewis 1992;Margari et al 2013;Mills 2003;Stuewig and McCloskey 2005).…”

“…To get to the point to murder a parent, who is also a loved person, it is necessary to feel, besides affection, a deep feeling of hate against him/her Margari et al 2013;Oliviero Ferrarsi and Giorda 1995), which justifies both the absence of accomplices and the cruelty of the crime. The murder of a parent is to be interpreted as the destruction of an insane reference model as well as of a despicable part of the self (De Leo and Bollea 1988).…”

Including migrant students in the primary school: perspectives of Italian principals

“…The aims and content of schoolteachers' educational activities have been widely examined (e.g. Kaukko et al , 2021; Margari et al , 2013). However, the work of administrators and school principals in encouraging an inclusive approach at school and in welcoming and supporting non-native students has received less attention.…”