Mental Health and Identity of Second-Generation Immigrant High Schoolers in the Treasure Valley

Second-generation immigrant high school students navigate the complexities of balancing their heritage culture with mainstream American society, often facing challenges that impact their mental health and formation of identity. This study explores the psychological experiences of second-generation immigrant high school students in the Treasure Valley, focusing on the effects of cultural integration, familial expectations, and societal perceptions, on well-being. Using a survey-based approach and select interviews, this research examines key factors such as feelings of belonging, cultural dissonance, and the role of community support in shaping mental health outcomes. Additionally, it investigates how external pressures, including stereotypes and academic expectations, contribute to stress and identity struggles. By analyzing data from diverse second-generation immigrant backgrounds, this study identifies common themes in their experiences and highlights potential strategies for fostering resilience. The findings aim to provide valuable insights for educators, policymakers, and mental health professionals to create more inclusive support systems that address the unique challenges faced by second-generation immigrants. Ultimately, this research contributes to a broader understanding of how cultural identity and mental health intersect, emphasizing the need for culturally responsive resources in schools and communities.