A new article in the Journal of Youth and Adolescence has examined the relationship between the percentage of immigrants in schools and peer violence. It found that for both immigrants and non-immigrants, high classmate support was consistently related to a lower risk of bullying victimisation and less physical fighting, regardless of immigrant school composition.
The authors used data from the 2009–2010 World Health Organization Health Behaviour in School-aged Children survey (WHO-HBSC) for a total of 51,636 adolescents from 11 countries: the UK, Denmark, Germany, Greece, Iceland, Ireland, Israel, Italy, Netherlands, Spain, and the US. In terms of being bullied, the analysis showed that immigrant teenagers were at a higher risk of being victimised. A higher percentage of immigrants in schools was not related to being bullied, but higher levels of school support (in particular on the individual level) were related to a lower risk of being bullied (although this was also true for non-immigrants).
The analysis also found a significant, positive relationship between immigrant school composition and bullying perpetration and physical fighting, with stronger associations for immigrants compared to non-immigrant adolescents. However, for both immigrants and non-immigrants, high classmate support was consistently related to less physical fighting regardless of immigrant school composition. The authors conclude that schools have an important role to play in integrating immigrants into societies. They say that schools need to be aware of the relationship between immigrant school composition and peer violence, and the importance of classmate support in countering negative dynamics. They recommend using intervention programmes that relate to the existence of ethnic groups, and stress positive intergroup relations and classmate support.
Source: The Relationship Between Immigrant School Composition, Classmate Support and Involvement in Physical Fighting and Bullying among Adolescent Immigrants and Non-immigrants in 11 Countries (2016), Journal of Youth and Adolescence.