A phenomenological exploration of social pedagogy in immigrant education in the United States

This qualitative transcendental phenomenological study explores the perceptions of students and principals regarding social pedagogy in immigrant education in the United States. Findings from 13 in-depth interviews revealed that students value teachers who persist in clarifying concepts, and tend to conform to group consensus due to language barriers. Principals stress the importance of positive teacher–student relationships but face challenges like limited time and mental-health support. The study emphasises the need for teacher preparation that integrates social pedagogical principles, particularly inclusive practices for English learners. It also calls for greater investment in school-based mental-health services. These findings underscore the role of social pedagogy in fostering a sense of belonging, emotional safety and holistic support for immigrant students navigating US schools.