How schools and education policy support or undermine student resilience

This chapter examines the association between school policies and practices and the likelihood that students with an immigrant background attain baseline academic proficiency, and report positive social and emotional outcomes. It discusses how the learning environment, including the disciplinary climate in class, student truancy and bullying, the quantity and quality of school resources, and school policies, including assessment policies and grade repetition, are related to immigrant students’ academic, social and emotional, and motivational resilience.