Date of Award

5-2026

Document Type

Project

Degree Name

Master of Arts in Child, Adolescent, and Family Studies

Department

Child Development

First Reader/Committee Chair

Looney, Lisa

Abstract

Schools are continuously serving a growing population of newcomer students that face unique social, cultural, and linguistic barriers (McCabe et al., 2024). Newcomer adolescent students experience additional challenges in high school contexts, due to the academic pressures, developmental changes, and social isolation hindering their sense of belonging (Fabris et al., 2024). Teachers play a central role in fostering belonging through teacher-student relationships, daily interactions, and academic and emotional support (Ozdemir & Ozdemir, 2020). However, teachers have reported limited teacher preparation on fostering belonging among newcomer students, impacting their confidence and ability to support their students (Motitswe, 2025). Teachers have specifically reported insufficient training on culturally responsive teaching strategies that promote inclusive, student-centered environments (Doucette et al., 2021). With limited training programs, teachers feel inadequately prepared to support newcomer students in the classroom. In that case, this project proposes an examination of teacher efficacy in fostering a sense of belonging in newcomer adolescent students through a 10-week hybrid professional development (PD) intervention program designed for high school teachers. The purpose of this project is to design a PD program that provides teachers with deeper insight on understanding newcomer student experiences and on how to implement and integrate responsive strategies, particularly culturally responsive teaching and trauma-informed practices that support overall student well-being and enhance inclusion. The PD intervention program would consist of in-person and online module sessions, enhancing reflective practice and collaboration. Teachers would complete the PD intervention with a 60-day action plan to implement in the classroom focusing on improving student outcomes. Evaluation surveys that measure teacher confidence and ability would be given to teachers before and after the intervention. This project highlights the importance of equipping teachers with the knowledge and skills needed to effectively support newcomer students, ultimately fostering belonging and equitable learning environments.

Download

  Contact Author

Share

COinS