Assessing the neophyte Filipino students’ views towards the school climate in the USA: A descriptive explorator

This study investigates the experiences of neophyte Filipino students in the United States, aiming to provide a detailed understanding of a critical phase in international education. By examining the school climate, the research seeks to identify the challenges these students encounter and to inform policies and practices that enhance their educational experiences. Employing a descriptive quantitative research method, the study surveyed neophyte Filipino students enrolled in various schools and districts, focusing on their perceptions of teacher support, peer connectedness, school connectedness, affirming diversity, rule clarity, and reporting and seeking help. The findings reveal nuanced student perspectives on different aspects of the school environment. Teacher support generally received positive ratings; however, specific elements, such as teachers listening and showing interest in students’ backgrounds, were rated only as “sometimes,” indicating complex dynamics. Similar mixed ratings were observed in peer connectedness, school connectedness, affirming diversity, rule clarity, and help-seeking behaviors, highlighting the multifaceted nature of student experiences within the school setting. Notably, students’ perceptions of school climate varied significantly by age in areas including teacher support, affirming diversity, and rule clarity, whereas gender showed no significant effect across the assessed domains. Additionally, grade level significantly influenced perceptions of teacher support, peer connectedness, school connectedness, and affirming diversity, with no significant differences found in rule clarity and reporting and seeking help. Based on these results, the study recommends targeted interventions to address areas with mixed ratings, aiming to foster a supportive and inclusive school environment that responds to the diverse needs of neophyte Filipino students. Such interventions should be tailored to the specific preferences and challenges identified within demographic subgroups to reduce disparities in perceptions across school climate domains. Ultimately, the study proposes implementing the “Empowerment for Inclusive School Communities: A Program for Neophyte Filipino Student Well-being” to provide necessary support, resources, and understanding. This program seeks to promote the academic success and overall well-being of neophyte Filipino students, ensuring they thrive in their new educational environments.