Imagine stepping into a new school where everything feels unfamiliar—new language, new faces, new rules. For many newcomer students—immigrants or refugees in their first few years of U.S. schools—this is their daily reality. This transition can be overwhelming and isolating, often leading to feelings of anxiety, loneliness, and academic struggles. But it doesn’t have to be that way. With the right support and resources, newcomer students can thrive in their new environment. By understanding their unique experiences, advocates, educators, and policymakers can create more inclusive and welcoming learning spaces.
Two years ago, Next100 and The Century Foundation, in partnership with Californians Together, launched the National Newcomer Network to address these challenges that newcomers often face when pursuing a K–12 education. Over these two years, the network has gained 250 members—educators, researchers, and advocates from over thirty-five states (and growing)—creating a critical opportunity for members to learn from one another and coordinate advocacy to improve educational outcomes for newly arrived students across the United States. Through its members, the network learns about the persistent challenges practitioners face, such as limited funding, inadequate resources, and lack of preparation and training. What has been missing from this discussion up until now, however, is the voices of newcomer students themselves.
In May 2024, Education First partnered with the National Newcomer Network to hear directly from newcomer students in grades 9–12. Here’s a look at the stories, struggles, and dreams that newcomers shared and how we, as advocates, educators, and policymakers, can leverage these insights to drive meaningful change nationwide.
A common theme expressed by newcomers was the profound impact of supportive teachers. Many students highlighted the difference these educators made by creating a warm, welcoming environment and offering extra help, particularly in their English Language Development (ELD) classes. These educators go beyond instruction—they can offer guidance, translation, and support, helping students navigate the complexities of a new school system and culture.
One student shared how her ELD teacher’s patience and mentorship made a world of a difference:
I found a teacher at the school who was like a mentor to me and my sister. He helped us with applying to college and helped my sister with sports and stuff like that. To come to a country without knowing anything, having a mentor was so important.
It’s clear these unsung heroes can have a significant impact on students, and they deserve greater recognition and support.
While some students appreciated the safe space peers created to speak their native language in school, others emphasized a desire for more opportunities to practice English. As one student put it,
It’s important that we learn the basics of English before we take other classes like history or science…. We should take a year to focus on reading, writing, and speaking in English.
Another suggested,
Bring activities to school in which students share, talk, and speak English together. The most important thing as a newcomer is to learn the [English] language. The language is the building block you cannot pass.
Newcomers recommend implementing targeted activities and workshops––such as peer tutors and creative writing workshops––to enhance their English proficiency outside ELD classes. Providing safe spaces where students can practice their English without fear of making mistakes can greatly boost their confidence and skills, helping them succeed academically and socially.
However, not all student experiences have been positive. Unlike the supportive teachers described above, some students shared stories of educators who failed to fully understand the unique needs of their newcomer students and provide adequate support. One student reflected,
I wish that professors were more understanding in the moment that a lot of us do not know the language. I want them to think about the fact that we’re learning a new language and we’re trying our best.
Another added,
My first year was really tough. All of my classes were in English. I ended up receiving bad grades and teachers didn’t ask me anything, they just gave me bad marks.
In response to these difficult experiences, one student offered a solution:
Include more [staff] who speak the student’s language in school, so the student can speak [with them] about how they’re feeling, how classes are going. [We need] someone that is reviewing how you’re doing and what you need.
These experiences underscore the need for increased bilingual staff and ongoing professional development for all educators. By enhancing cultural responsiveness and empathy, schools can better support newcomer students and ensure that every student feels valued and supported.
Another challenge students mentioned was the lack of after-school support and tutoring programs. Many students felt overwhelmed and left behind without additional help outside of regular class hours. One student explained,
I couldn’t understand what the teacher was saying so that was hard. I was left behind because the class went too fast. There were no after-school supports or tutors. We weren’t aware of any programs during or after school for support.
This issue is exacerbated for families who may not speak English and struggle to navigate available resources or advocate effectively for their children. To address these gaps, schools could prioritize developing comprehensive after-school programs and tutoring services that target multilingual learners. Additionally, schools could offer language support for families and create outreach programs to ensure all parents are aware of and can access these resources. By providing extra academic support and assisting families in overcoming English language barriers, schools can better equip students to catch up and excel, ensuring they have the resources needed to thrive academically.
In sharing their experiences, newcomers offered a compelling vision of their ideal school environment—one that embraces inclusivity, celebrates cultural diversity, and imparts practical life skills. One student envisioned,
Inclusivity and support would be everywhere. The environment would be warm, inviting, and understanding for newcomers.
Another emphasized,
[Educators need to] understand that language is just one aspect of the newcomer experience. Learning [about and recognizing a] student’s cultural background is [just as] important for [supporting] our sense of belonging,and success.
To bring this vision to life, schools can take several meaningful steps. Integrating cultural events and developing curricula that reflect and honor students’ diverse backgrounds can create a more inclusive atmosphere. Incorporating life-skills workshops—such as financial literacy and networking—into the curriculum can also offer practical knowledge and prepare students for real-world challenges. When students see their cultures valued and receive an education that equips them with both academic and practical skills, they are more likely to feel connected, motivated, and prepared for the future.
The voices of these newcomer students can inspire people to imagine a world where every school is a place of belonging, understanding, and opportunity. To turn this vision into a reality, advocates, educators, and policymakers must act on these insights directly from students to drive meaningful, inclusive change. Investing in educators’ professional development, fostering supportive teacher–student relationships, balancing home-language peer support with English language development and practice, and expanding both in-school and after-school resources are meaningful steps toward building a more equitable education system. By embracing these lessons, advocates, educators, and policymakers can help create a future where every student, regardless of their home language or country of origin, has the tools and support needed to reach their full potential and thrive both in and out of the classroom.
