A new Monash University study has found that immigrant adolescents who feel connected to family, school and community experience lower depression and anxiety, better grades, and stronger social ties.
Published in Children and Youth Services Review, the paper, titled ‘Examining factors influencing belonging amongst immigrant adolescents’, analysed 25 international studies to uncover what drives belonging for young people settling in new countries.
Using Bronfenbrenner’s Ecological Systems Model, researchers mapped influences from individual factors (like age, gender and language) to social environments (family dynamics, school culture, community diversity).
PhD candidate Rhea Jain, lead author from Monash University’s Faculty of Education, said the review shows how belonging for immigrant adolescents is shaped by forces that extend far beyond the individual.
She said heritage language proficiency strengthens ethnic identity and family connection, while language barriers can isolate students.
“What stands out in this review is the consistency of the message across studies. Social relationships act as a steady anchor for immigrant adolescents,” said Rhea Jain.
“The evidence shows that adolescent belonging is strengthened when cultural identities are recognised rather than erased. Programs that honour heritage languages and provide room to navigate multiple identities are a part of helping young people feel settled and confident.”
Insights from the review showcased how schools can play a pivotal role by encouraging inclusive classrooms, hiring bilingual teachers and implementing anti-bullying policies to boost both belonging and student engagement.
Multicultural neighbourhoods and opportunities for participation within sport, arts and volunteering also foster inclusion and promote community diversity. Warm family relationships and supportive peer networks were also found to consistently enhance belonging.
Belonging is linked to better mental health and student outcomes. Practical steps like school-based language programs, peer mentoring and community engagement initiatives can make a measurable difference for adolescents with immigrant backgrounds.
Associate Professor Kelly-Ann Allen, co-author and belonging expert from Monash University’s Faculty of Education said there is an urgent need to build a stronger Australian evidence base.
“Australia has a responsibility to understand the belonging experiences of immigrant adolescents living here. Much of the evidence synthesised in this review comes from other nations,” said Associate Professor Allen.
“The review highlights that time spent in a new country does not automatically build belonging. Time alone is not the determining factor.”
Practical strategies like school-based language support, peer mentoring and community engagement programs can help reduce mental health risks and foster inclusion.
Read the research paper: https://doi.org/10.1016/j.childyouth.2025.108675
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