{"id":{"repo_id":"penn","oai_identifier":"oai:repository.upenn.edu:20.500.14332/61130"},"canonical_url":"https://search.dev.ndltd.org/etd/penn/oai:repository.upenn.edu:20.500.14332/61130","repository":{"repo_id":"penn","name":"University of Pennsylvania","base_url":"https://repository.upenn.edu/server/oai/request"},"display":{"title":"Healing in Education: The Impact of the Immigration Journey on Student Mental Health","abstract":"Immigrant students who are forced to flee their home countries arrive in the United States with diverse social, emotional, and psychological needs. While existing research identifies the challenges faced by this vulnerable population, there is limited research on the specific interventions provided to immigrant children who are displaying trauma-related symptoms and the impact on these students enrolled in U.S. schools. The study aims to capture a comprehensive understanding of how trauma-related behaviors may manifest in school settings and how they relate to the diagnostic presentation of PTSD in immigrant children. Secondary data was obtained from the National Center for Educational Statistics 2011 Early Childhood Longitudinal Study. The researcher selected data from the teacher reports on externalizing problem behaviors, internalizing problem behaviors, and self-control scores from the Social Skills Rating System (SSRS). A logistical regression analysis was conducted to analyze the relationship between externalizing problem behaviors, internalizing problem behaviors, and self-control in correlation to immigration status. Contrary to existing literature, initial findings revealed no significant statistical differences between immigrant and nonimmigrant students on these variables. However, when examining behavioral changes over time, significant differences emerged. Immigrant students exhibited a greater reduction in externalizing behaviors compared to their nonimmigrant peers, suggesting that behavioral adaptation occurs over time. These findings offer insights into the behavioral development of immigrant students in elementary school settings to guide the development of targeted interventions that promote a more inclusive and supportive educational environment that enhances their academic, social, and emotional well-being.","abstract_html":"Immigrant students who are forced to flee their home countries arrive in the United States with diverse social, emotional, and psychological needs. While existing research identifies the challenges faced by this vulnerable population, there is limited research on the specific interventions provided to immigrant children who are displaying trauma-related symptoms and the impact on these students enrolled in U.S. schools. The study aims to capture a comprehensive understanding of how trauma-related behaviors may manifest in school settings and how they relate to the diagnostic presentation of PTSD in immigrant children. Secondary data was obtained from the National Center for Educational Statistics 2011 Early Childhood Longitudinal Study. The researcher selected data from the teacher reports on externalizing problem behaviors, internalizing problem behaviors, and self-control scores from the Social Skills Rating System (SSRS). A logistical regression analysis was conducted to analyze the relationship between externalizing problem behaviors, internalizing problem behaviors, and self-control in correlation to immigration status. Contrary to existing literature, initial findings revealed no significant statistical differences between immigrant and nonimmigrant students on these variables. However, when examining behavioral changes over time, significant differences emerged. Immigrant students exhibited a greater reduction in externalizing behaviors compared to their nonimmigrant peers, suggesting that behavioral adaptation occurs over time. These findings offer insights into the behavioral development of immigrant students in elementary school settings to guide the development of targeted interventions that promote a more inclusive and supportive educational environment that enhances their academic, social, and emotional well-being.","abstract_has_math":false,"creators":["Robles, Vanessa"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Corcoran, Jacqueline"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T03:45:26Z","subjects":["Social Work"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.upenn.edu/handle/20.500.14332/61130","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Corcoran, Jacqueline"]},{"key":"dc:creator","label":"Author","values":["Robles, Vanessa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-05-09T23:14:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-05-09T23:14:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social Work"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights.uri","label":"Rights URI","values":["author or copyright holder retaining all copyrights in the submitted work"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.upenn.edu/handle/20.500.14332/61130"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Immigrant students who are forced to flee their home countries arrive in the United States with diverse social, emotional, and psychological needs. While existing research identifies the challenges faced by this vulnerable population, there is limited research on the specific interventions provided to immigrant children who are displaying trauma-related symptoms and the impact on these students enrolled in U.S. schools. The study aims to capture a comprehensive understanding of how trauma-related behaviors may manifest in school settings and how they relate to the diagnostic presentation of PTSD in immigrant children. Secondary data was obtained from the National Center for Educational Statistics 2011 Early Childhood Longitudinal Study. The researcher selected data from the teacher reports on externalizing problem behaviors, internalizing problem behaviors, and self-control scores from the Social Skills Rating System (SSRS). A logistical regression analysis was conducted to analyze the relationship between externalizing problem behaviors, internalizing problem behaviors, and self-control in correlation to immigration status. Contrary to existing literature, initial findings revealed no significant statistical differences between immigrant and nonimmigrant students on these variables. However, when examining behavioral changes over time, significant differences emerged. Immigrant students exhibited a greater reduction in externalizing behaviors compared to their nonimmigrant peers, suggesting that behavioral adaptation occurs over time. These findings offer insights into the behavioral development of immigrant students in elementary school settings to guide the development of targeted interventions that promote a more inclusive and supportive educational environment that enhances their academic, social, and emotional well-being."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Social Work (DSW)"]},{"key":"dc:title","label":"Title","values":["Healing in Education: The Impact of the Immigration Journey on Student Mental Health"]}]}],"canonical_facts":{"dc:contributor.advisor":["Corcoran, Jacqueline"],"dc:creator":["Robles, Vanessa"],"dc:date.accessioned":["2025-05-09T23:14:03Z"],"dc:date.available":["2025-05-09T23:14:03Z"],"dc:date.issued":["2025"],"dc:description.abstract":["Immigrant students who are forced to flee their home countries arrive in the United States with diverse social, emotional, and psychological needs. While existing research identifies the challenges faced by this vulnerable population, there is limited research on the specific interventions provided to immigrant children who are displaying trauma-related symptoms and the impact on these students enrolled in U.S. schools. The study aims to capture a comprehensive understanding of how trauma-related behaviors may manifest in school settings and how they relate to the diagnostic presentation of PTSD in immigrant children. Secondary data was obtained from the National Center for Educational Statistics 2011 Early Childhood Longitudinal Study. The researcher selected data from the teacher reports on externalizing problem behaviors, internalizing problem behaviors, and self-control scores from the Social Skills Rating System (SSRS). A logistical regression analysis was conducted to analyze the relationship between externalizing problem behaviors, internalizing problem behaviors, and self-control in correlation to immigration status. Contrary to existing literature, initial findings revealed no significant statistical differences between immigrant and nonimmigrant students on these variables. However, when examining behavioral changes over time, significant differences emerged. Immigrant students exhibited a greater reduction in externalizing behaviors compared to their nonimmigrant peers, suggesting that behavioral adaptation occurs over time. These findings offer insights into the behavioral development of immigrant students in elementary school settings to guide the development of targeted interventions that promote a more inclusive and supportive educational environment that enhances their academic, social, and emotional well-being."],"dc:description.degree":["Doctor of Social Work (DSW)"],"dc:identifier.uri":["https://repository.upenn.edu/handle/20.500.14332/61130"],"dc:rights.uri":["author or copyright holder retaining all copyrights in the submitted work"],"dc:subject":["Social Work"],"dc:title":["Healing in Education: The Impact of the Immigration Journey on Student Mental Health"],"dc:type":["Dissertation/Thesis"]},"updated_at":"2026-07-24T03:45:26Z"}