Understanding Immigrant Students in Rural Alberta Schools
As classrooms in rural Alberta continue to grow in diversity, it’s important for schools, educators, and community members to understand the unique backgrounds of immigrant students. These students enrich our school environments, but also face distinct challenges that can impact learning, communication, and well-being.
This overview highlights the main groups of immigrant students you may encounter in rural Alberta schools and how we can better support their success.
1. Economic Migrant Children
Common Countries of Origin: Philippines, India, Latin America, Nigeria
Key Characteristics:
- Parents often work in agriculture, healthcare, or trades
- Students may adjust academically but face language barriers
- Generally resilient, but may find rural school settings unfamiliar
2. Refugee and Protected Person Children
Common Countries of Origin: Syria, Afghanistan, Sudan, Ukraine, Ethiopia
Key Characteristics:
- May have experienced trauma or interrupted schooling
- Require language and social-emotional support
- Strong family ties, but risk social isolation
3. Temporary Foreign Worker Families
Common Countries of Origin: Mexico, Guatemala, Philippines
Key Characteristics:
- May face housing instability and frequent school changes
- Limited access to long-term educational support
- Cultural transitions may influence classroom engagement
4. Family Reunification (Family Class) Students
Key Characteristics:
- Adjusting emotionally after long periods of separation from family
- Older students may experience “acculturation lag”
- Strong home culture, but can struggle with integration into school life
5. Canadian-Born Children of Immigrants
Key Characteristics:
- Often bilingual or multilingual
- May feel tension between home culture and school expectations
- Can experience racialization despite being Canadian-born
6. International Students (Less Common in Rural Areas)
Common Countries of Origin: China, Korea, Vietnam, Brazil
Key Characteristics:
- Often in short-term programs (1–2 years)
- Academically focused but may feel socially disconnected
- May need support to overcome cultural and language barriers
Why This Matters
By understanding the unique experiences of these students, schools can create more inclusive, equitable, and responsive environments. This helps all students thrive—academically, socially, and emotionally.
Support strategies can include:
- ELL (English Language Learning) programming
- Trauma-informed practices
- Peer mentoring and cultural exchange activities
- Family engagement and translation services
- Professional learning for staff on cultural inclusion and bias mitigation
References
- Alberta Education. (2020). Supporting English Language Learners. https://www.alberta.ca/english-language-learners.aspx
- Canadian Council for Refugees. (2021). Refugee Integration in Canada. https://ccrweb.ca/en/refugee-integration
- Immigration, Refugees and Citizenship Canada (IRCC). (2023). Facts and Figures 2023. https://www.canada.ca/en/services/immigration-citizenship.html
- Government of Canada. (2022). Temporary Foreign Worker Program. https://www.canada.ca/en/employment-social-development/services/foreign-workers.html
- Alberta Teachers’ Association. (2018). Diversity, Equity and Human Rights (DEHR) Resources. https://www.teachers.ab.ca