Barton Wheeler
Paul Magnuson - Moreland University
Module 13 - Unit 2: Activity 2:
19 July 2021
Growing Up Global - Blog Post
Adjustment
The start of a new adventure can be an amazing liberating experience. People who are fortunate enough to embark on a new life voluntarily are often taking charge of their life or taking a step towards fulfilling a lifelong dream they’ve had. These folks tend to be adults with enough life experience to have weighed the pros and cons of their decision. Not everyone is so fortunate.
Other people may not be the ones making those decisions, but are affected by them anyway. They are along for the ride whether they like it or not. Any new situation comes with its own challenges and opportunities. Children who follow their parents to a new location often have to go along with the family decision and figure out how to adjust to their new surroundings.
Children adjusting to new surroundings must rewire how and where they seek help. This can include who they contact to go playing, or how they travel to school, and especially the people they interact with on a regular basis. Certain things should be similar to that of their former life, like their family, but everything outside of their household may be brand new for them. “…family plays a very important role in where children develop a sense of belonging; [students said home could be] … places where they had close family or felt closest to their family” (Druart 2016).
It's natural at those times for children to seek what is familiar to them. Though when they cannot connect with the same people and places they’re used to it can be difficult for children to adjust to their new lives.
Isolation
Children who are transplanted into a new life must rebuild their social lives. This can be good or bad for the child depending on many factors. Children that were bullied or unpopular in their previous life may find new opportunities and better relationships in their new setting. Conversely, children who were popular before may find that their new social groups are less welcoming. Regardless, a fresh start means that children must re-establish themselves as any previous social status has been wiped clean.
Rebuilding a life can be difficult. Children may find it difficult to make new friends in a place that isn’t familiar with them already. When finding a new social circle is difficult, some may abandon the search and fall back on the comfort of what they can control. Potentially, children may withdraw and become isolated. “Identities constructed in the common ground are the result of children attempting to cope with different cultures, and these can have both positive and negative outcomes… [uncertainty] causes these children to feel as if they are incapable of having a peer group, as well as believing that this situation is irresolvable.” (Harrington, 2008)
While an introverted mindset is not in itself problematic, children who wall themselves off to their surroundings may be difficult to engage with when problems arise in their world.
“High levels of stress are … regarded as a threat to a socially isolated child’s health, not only in their early years of life but also in adulthood.” (Noisolation 2021)
Educators must be prepared for these scenarios by understanding the signs of an isolated student and working to break through to them before the issues manifest further. “Children who were socially isolated tend to have lower subsequent educational attainment, be in a less advantaged social class in adulthood, were more likely to be psychologically distressed across adulthood and were more likely to e obese and to smoke.” (Lacey et al, 2014) A teacher’s role is to guide students, which is not easy, and that can be doubly difficult if certain students aren’t functionally communicating with the teacher. Making students feel comfortable and that they belong are extremely important.
Language
Occasionally, a family relocates to an entirely new country. This can further separate young students from the lives they’ve created up until that point. In addition to challenges adjusting to new surroundings, students may need to learn a brand new language in order to functionally communicate with their new community. Learning a new language can take years, if not a lifetime. When students are thrown into an environment that forces them to learn a new language too, the experience can be all the more daunting.
Empowering students is key. Having them engage with the community is important for their overall growth. If they aren’t equipped with the skills to participate then it is the job of educators to equip them. Extensive, progressive language training should start immediately. Additionally, if there are key phrases or concepts that make everyday life easier, its best to begin there. Once students understand how to communicate the basic functions of their lives in a new language then they can move on to more specific language concepts.
Parents also play a critical role in teaching their children about language. Furthermore, language is not limited to verbal language. Body language and gestures, for example, convey different meanings in different places to different people. “Parents should dedicate some time to both learning about … body language and observing other families and student-teacher interactions, then teach their children how to modify their own gestures so that their physical and verbal messages match in a way that is comprehensible to others” (Shenfield, 2017). Understanding how messages are received and what certain words and gestures convey in a local language matter a lot. Parents play a critical role in reinforcing the way their children communicate among their new community.
As mentioned above, feelings of isolation can weigh upon students who are new to an environment. Since spoken language is something that requires more than one participant, its important that immigrant students get connected with other learners. Whether or not immigrant students can be paired with other students from their own country to aid with translation, it is important that they have peers with whom to compare as they begin their new language journey.
Locational Challenges
If students have been relocated internationally their new home may not allow for some of the same methods of communication. The most popular apps may not be as widely accepted in the new location. Certain websites and resources may not be as easily accessible in the new location. Some topics and figures may now be taboo, and adjustments may be necessary regarding opinions on culture, religion, economics, local politics, international relations, educational norms, etc.
Sources
Adichie, Chimamanda Ngozi (2009). The danger of a single story. TEDGlobal. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/up-next?language=en
Druart, R (2016). Where do I belong? IS Publication - Spring 2016. Marymount International School, Paris. John Catt Educational Ltd.
Harrington, P. (2008). The Negotiation of Identity in an international school setting. International Schools Journal Vol XXVIII, No. 1 November 2008 - Page 15.
Noisolation (2021). How does social isolation affect a child’s mental health and development? No Isolation. 239 Old St, London EC1V 9EY, UK | (c) No Isolation 2021
https://www.noisolation.com/research/how-does-social-isolation-affect-a-childs-mental-health-and-development/
Lacey, R. E., Kumari, M. & Bartley, M. (2014). Social isolation in childhood and adult inflammation: Evidence from the National Child Development Study. Psychoneuroendocrinology, 50, 85 – 94. https://pubmed.ncbi.nlm.nih.gov/25197797/
Shenfield, Dr. T., (2017). Understanding the Challenges Faced by Immigrant Children. Advanced Psychology. May 17, 2017. https://www.psy-ed.com/wpblog/challenges-faced-by-immigrant-children/