Education Without Borders: Psychological Well‐Being and Associated Factors Among Children and Young People With Foreign Nationality Living in Portugal

BACKGROUND: Central to student learning and academic success, school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. This study aims to characterize the mental health and well-being of immigrant and native students from lower and upper secondary education in Portugal (Grades 5-12). METHODS: Online survey conducted between January and June 2024 among 3073 public school students from Grades 5 to 12. RESULTS: Compared to Portuguese students, immigrant students have significantly higher odds of poor psychological well-being (24.7% vs. 37.8%, respectively, p < 0.001; adjusted odds ratio = 1.67, p = 0.002). Main associated factors included poor peer relationships, lack of school belonging, low self-esteem, weak teacher support, and negative perceptions of the school climate. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Teacher preparation and capacity-building programs that focus on working and communicating with immigrant students and their families can play a vital role in more equitable, inclusive, and effective educational practices for all students. CONCLUSIONS: The findings highlight the need to develop awareness and policy strategies, involving all actors in the school environment, for promoting and supporting positive mental health outcomes and fostering a greater sense of belonging among all students, regardless of their immigrant status.