Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children.

Background: According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating the effect of one acculturative challenge (i.

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students.

Objectives: This study investigated the associations between teachers' culturally responsive teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate (CDC), and the academic and psychological adjustment of elementary school students in culturally diverse German classrooms.

Method: The sample included 41 teachers and 234 fourth grade students ( = 10.48, = 0.

Mental Health Needs of Refugee Children in Specialized Early Education and Care Programs in Germany.

Refugee children are at risk to develop mental health problems, which have rarely been investigated in educational contexts. We conducted three studies in childcare programs for refugees in Germany. Children's behavior was assessed by educators on site (n = 84) and online (n = 50) using a two-stage-cluster sampling and on site (n = 107) using complete samples.