Newly arrived minority language pupils (NAMLPs) arrive in host countries with a huge variety of educational, linguistic, cultural, social, and emotional needs. Several studies have investigated the mental health of newly arrived migrant children in the European context (e.g., Hamilton, 2013; Karakulak, Baylar, Keles, & Dimitrova, 2017; Makarova & Briman, 2016; Margari et al., 2013; Pastoor, 2015). Margari et al. (2013) affirm that migration as physical and social stressors may lead to mental health problems in migrant children. In the context of migrant children in the UK, Hamilton (2013) examined some of the factors (new language, buildings, people, culture and system) that may affect migrant children’s mental and emotional well-being and their learning. In their qualitative research review (2000-2013) across different countries, Makarova and Birman’s (2016) findings are consistent with previous research suggesting that due to an ‘acculturation dilemma’ (p. 11) minority children, in many host countries’ educational systems, face psychological and mental distress. Research has also underlined that good relationship building is arduous as teachers consider migrant children to be a burden to classroom management and cause of discipline challenges. Further, teachers were found to feel more positive about the inclusion of native children with physical disabilities in comparison with inclusion of migrant children with behavioural disorders, mostly due to their impact on other children. In a study with Turkish youth in Bulgaria, Karakulak, Baylar, Keles and Dimitrova (2017) found that these youth have many challenges, which included high risk of dropout from school, disadvantaged social capital, low school grades and academic achievement, discrimination, and a less conducive school environment. In a systematic literature review of 36 studies about migrant children’s mental health published between 2007 and 2013 in Europe, Kouider, Koglin and Petermann (2014) affirm that ‘a migration status itself can often be postulated as a risk factor for children’s mental condition, in particular migration in first generation’ (p. 373).
In Norway, NAMLPs are placed in classes called reception/introductory classes (mottaksklasser) where they are taught the Norwegian language and receive remedial education (Hilt, 2016; Norozi, in press). Inclusive and personalized education for all pupils is an established notion in the Norwegian Education Act (Opplæringsloven, 1998). The act (sections § 2.8 and § 3.12) identifies Norwegian language learning as the most pressing need of NAMLPs. Consequently, the holistic needs of individual migrant learners may not be fully recognized in reception classes. On the other hand, the prevalence of mental health problems is high among migrant children in Norway (Pastoor, 2015). The combination of academic, social, and mental health is rarely perceived in its complexity and connection, although all these aspects cumulatively affect the lives and achievements of NAMLPs. Despite educational efforts aimed at supporting migrant pupils, they continue to perform poorly compared to ethnic Norwegian pupils (Rambøll, 2016). This begs the question as to why this is so. Such an exploration needs to go beyond language and academic support provided in schools. In addition to focusing on NAMLPs’ proficiency of the Norwegian language, it is equally important to attend to their mental well-being to create an optimal state of learning as well as integration in the Norwegian society.
For NAMLPs, reception classes are the first contact with the host culture, school system, and socialization. Thus, reception classes can be an ideal setting to promote NAMLPs’ mental well-being. Familiarizing NAMLPs to their new environment may need to include an understanding of how to meet their mental and emotional needs by affirming their experiences and cultural background. The aim of this paper is to explore how a teacher in a reception class understands her responsibility in terms of giving NAMLPs support related to mental well-being in everyday practices.