Many newcomer students arrive in Ontario with incredible resilience, adaptability and hope for their future. At the same time, their transition to a new country, school system and community can bring unique challenges that impact mental health and well-being. 

Adjusting to a new language, culture and social environment can be stressful. Some newcomer students have also experienced displacement, loss or trauma due to war, migration or family separation. After arrival, many newcomer families report experiencing barriers such as racism, isolation, financial stress, or a lack of belonging. 

Mentally healthy schools recognize both the strengths and challenges that come with starting over in a new place. They work to create inclusive spaces where newcomer students feel supported and connected to learning, peers and community.

What the research tells us 

• According to the healthy immigrant effect, newly arrived immigrants and refugees have better health than the Canadian-born population,  
• Refugee and immigrant children disproportionately experience risk factors for poor mental health but face disparities in mental health service access and use. 
• Strong family relationships, positive parenting and school belonging promote newcomer children’s mental health and well-being. 
• Newcomer parents and students indicate a preference for supports focused on relationships, stress management and navigating school and community resources. 

Why this is important 

Every year, thousands of newcomer students join Ontario schools, bringing with them diverse languages, cultures and perspectives. Schools are often their first point of connection in a new country, which makes school an important space for mental health and belonging. 

When schools provide identity-affirming, trauma-sensitive and culturally-responsive support, newcomer students are more likely to feel supported, thrive academically and form meaningful relationships. 

Having a caring adult allows me to feel like myself and makes me feel like I am not alone here.
– newcomer secondary student, Newcomer Student Working Group, 2025 

Creating mentally healthy schools for newcomer students means more than offering academic help; it means building environments where students’ stories, languages and strengths are seen as assets, not barriers.

Supporting newcomer student wellness 

An identity-affirming, culturally responsive school community: 

• expresses and shows commitment to equity and inclusion 
• monitors and addresses intolerance and discrimination 
• demonstrates a willingness to learn about the traditions, strengths and needs of newcomers

Below are some strategies to create a welcoming environment for students who are newcomers. 

In the school 

Learn about the newcomer experience from credible information sources (e.g., a local settlement service or Citizenship and Immigration Canada). 

• Form a school reception team to assist with welcoming and orientation. 
• Dedicate ample time for intake interviews to include parent/caregiver concerns/hopes for their children. 
• Ensure parents/caregivers and students are involved in orientation activities. 
• During initial meetings, inquire about the child’s strengths, interests and needs. 
• Adopt a learning stance and avoid making assumptions about the family’s prior experiences. 
• During orientation, include information about safety procedures, routines and attendance. 
• Review aspects of school life that might be frightening for some students (e.g., ringing bells). 
• Offer specially-trained student helpers to provide full school tours for the whole family. 
• Ensure the student and their family has access to professional adult interpreters. 
• Post multiple signs in the student’s home language and other common languages from your school community. 
• Provide translated information about settlement and mental health services in the school and community. 
• Connect with families as needed to discuss their child’s transition to school. 

In the classroom 

• Greet each student by name and with a smile daily. 
• Have predictable visual routines in the classroom. Announce changes in advance. 
• Make sure students know and understand the roles of school team members. 
• Ensure the classroom environment reflects the linguistic and cultural diversity of students. 
• Build relaxation breaks into each day, particularly during transitions. 
• Encourage and support students’ use of their first/dominant language in the classroom and at home. 
• Share information with the class to help students understand and welcome newcomers. 
• Take time to get to know the unique stories and strengths of newcomer students. 
• Provide an opportunity for all students to share information about their unique cultural identity. 
• Pair each newcomer student with a peer helper for orientation and support with routines, if the newcomer student is comfortable. 
• Promote compassion and understanding and address instances of intolerance directly. 
• Notice and encourage student leadership and kindness. 
• Know how to support students and families with accessing settlement and mental health services.

Noticing signs a student may be struggling to adjust 

Although some students who are newcomers may present as resilient and may not develop obvious patterns of emotional distress, some will require additional support because of migration stress, problems with adjustment or the experience of trauma. It is important to remember that each individual newcomer student has their own distinct experiences and needs. School staff, through their frequent contact, are in a good position to notice when a student is struggling and to provide caring support. 

Students who are experiencing migration stress or adjustment difficulties may demonstrate signs of distress, such as: 

• physical complaints (e.g., headaches, trouble eating or sleeping),  
• social-emotional problems (e.g., worries when away from family, angry outbursts, numbness)  
• cognitive issues (e.g., trouble concentrating, repetitive play).

How to provide targeted classroom support  

The following supports may be helpful for students who are experiencing migration stress or adjustment difficulties: 

• Foster a calm and predictable classroom environment. 
• Provide cues to signal transitions and warnings about changes to routines. 
• Maintain a high level of physical presence, support and supervision. 
• Use a soothing tone in your interactions with the student. 
• Create connections with the student and provide extra support through difficult situations. 
• Set academic expectations that encourage motivation and success. 
• Offer ways to manage emotions and behaviour in the classroom (e.g., quiet spaces, relaxation). 
• Model and help the student understand the steps for problem-solving, conflict resolution, etc. 
• Give the student choices. A sense of control will help them feel comfortable and confident. 
• Set limits and help the student comply with requests (e.g., I see you need help with…). 
• Language learning can be challenging. Attend to and reinforce attempts to communicate while supporting the use of primary language. 
• Create regular opportunities to share progress and highlight strengths and concerns with parents. 

Extend the circle of support  

For some, these symptoms will be temporary and are a natural part of the adjustment process. If, however, they persist for over two weeks, are more severe, or interfere with daily life, a school mental health professional may be able to support.

When to take action 

• The student’s struggles are affecting their day-to-day functioning. 
• The signs of difficulty seem severe or prolonged. 
• The student or their family has expressed concern. 

What to do 

Follow your school board’s protocol for accessing mental health support.

This may include: 

• consulting with the principal, vice-principal or member of the school’s mental health leadership team 
• discussing your observations with the student and/or their parent/guardian 
• a referral for professional mental health support from school board personnel (e.g., school social worker or school psychologist) 
• a referral for professional mental health support within the community 

You are a critical part of the support process because you can help with early identification. You will remain part of the student’s circle of support as they move to, through and from professional mental health services.

A shared responsibility

Supporting newcomer student mental health is a responsibility shared between schools, families and communities: 

• School staff create caring, identity-affirming environments. 
• Leaders ensure systems and policies are equitable and responsive. 
• Families and caregivers are welcomed as partners in learning and well-being. 
• Community organizations bring cultural knowledge and settlement expertise to strengthen school supports. 

Schools can make a lasting difference for newcomer students by learning, reflecting and acting with compassion.  

Resources to support newcomer student mental health

For school staff:

Created by newcomer students, for newcomer students:

• Social media graphics

Building a Supportive Network: Tips for Newcomer Students, by Newcomer Students

• Classroom resource
• Video / webinar

A Heartfelt Message to Newcomer Students, from Newcomer Students

Implementation guide on how to use the above newcomer resources:

• Guide/tool

Dissemination guide: Newcomer student mental health resources

Support

If you or someone you know is new to Canada and needs mental health or settlement support, these services can help: 

• CAMH – New Beginnings Clinic 
  Offers culturally adapted mental health care for newcomer and refugee youth. 
  Visit camh.ca. 
• Centre for Refugee Resilience (CRR) 
  Provides counselling, wellness programs, and family supports for refugees and newcomers. 
  Visit ccisab – centre for refugee resilience 
• Kids Help Phone – Support for Newcomers 
  24/7 confidential support in multiple languages by phone or text. 
  Call 1-800-668-6868 or text CONNECT to 686868. 
• Settlement.Org 
  Government-supported site with information on schools, health, and community services for newcomers. 
  Visit settlement.org. 
• Immigrant and Refugee Mental Health Project 
  Training and resources for professionals working with newcomer and refugee communities. 
  Visit the Immigrant and Refugee Mental Health Project