The impact of perceived school climate and socio-demographic factors on immigrant students’ engagement in China

The development of immigrant students requires special attention due to their higher likelihood of encountering challenges. This research investigates how the school climate affects the school engagement of immigrant students, aiming to enhance understanding of their school experiences and identify strategies to improve their engagement. Our study focuses on a group of inter-country immigrant students in China. Using a case study methodology, we examined a school in Shanghai to identify socio-demographic factors influencing the school engagement of these students. The findings indicate that teachers and schools shape students’ desire to continue education and boost affective engagement. Positive feedback improves cognitive engagement, attention needs for male students. Professional skills and career development enhance behavioral engagement for students from higher socioeconomic backgrounds. The research concludes that targeted interventions by schools and teachers can effectively foster positive school engagement among immigrant students.