Five UBC Education Alumni are Awarded the Regional Prime Minister’s Award for Teaching Excellence.

October 16, 2025

Dr. Anusha Kassan shares how inclusive classrooms support newcomers while helping every student grow and thrive in a global world.

The start of the school year brings excitement—and often uncertainty—for many students. For children and teens who are new to Canada, the transition can be especially complex. In addition to navigating new classes and peers, they are also confronted with an unfamiliar education system and cultural environment.

Dr. Anusha Kassan is an Associate Professor in the School & Applied Child Psychology program at the UBC Faculty of Education, where she holds the Myrne B. Nevison Professorship in School or Counselling Psychology. A registered psychologist and nationally recognized leader in her field, Dr. Kassan’s research focuses on the experiences of immigrant, refugee, and international students, cultural identity development, and the application of arts-based and community-engaged methods. She is particularly passionate about integrating social justice and cultural humility into psychology education and K–12 settings.

The Faculty of Education communications team spoke with Dr. Kassan about common challenges faced by newcomer students, how classmates, parents, and teachers can help foster a sense of belonging, and why classroom diversity strengthens learning for all.

What are some of the common challenges faced by newcomer students in the classroom?

Dr. Anusha Kassan: The beginning of the school year is an exciting time for students. There are opportunities for new beginnings, but there’s also a lot of nervous energy because much is unknown – especially for students who are newcomers to Canada.

When I talk about newcomers, I’m drawing on the Government of Canada’s definition, which includes international students, immigrants, and refugees who have been in the country for five years or less. However, that definition changes over time and is more closely tied to immigration status and related services than to how someone personally identifies. For example, although I was born here, as the child of newcomer parents, I still consider myself a newcomer in many ways.

For these students, the challenges are layered. They are navigating an entirely new education system, which may look very different from what they are accustomed to, and this can be overwhelming. Additionally, there are challenges related to language, academics, and peer groups. Often, families are figuring out new cultural or community connections, while the youth themselves are trying to find where they belong. And all of this is happening during adolescence—a time of major change and identity development for any young person.

Many newcomer youth grow up in collectivist cultures where their identity is shaped by their relationship to, and sense of belonging within, larger groups. In Canada, the culture is more focused on the individual. That shift can be confusing and difficult to adjust to. It also means that particular supports, such as counselling, that work well for Canadian-born youth may not always feel relevant or comfortable for those new to this concept.

“Diverse perspectives enrich conversation, lead to innovative solutions, and create stronger, more cohesive environments. In education, our ‘currency’ isn’t profit, but learning, growth, and belonging. Those outcomes are enhanced by inclusion.”

How do changing family dynamics impact newcomer students?

Through the immigration journey, families shift. Sometimes everyone in the family comes to Canada together; sometimes family members arrive at different times. Adults might have jobs lined up, or they may need to start from scratch, learning English and searching for work. In many cases, children learn the local language more quickly than adults and become more independent, assuming greater responsibility as a result. They may even understand Canadian systems better than their parents or guardians.

This often puts young people in the role of language brokers—interpreting or translating between their parents and teachers, counsellors, or administrators, which can challenge power dynamics in the family. Even very young children are sometimes called on to do this, though it’s especially common in high school. It’s a lot of responsibility to take on at an already challenging time.

How can classmates help foster a sense of belonging for newcomer students?

Basic qualities, such as being curious, empathetic, and inviting, can go a long way. For teens, it’s about opening up space for someone new—asking them to join in, sitting together, and including them in conversations. Too often, that doesn’t happen because of language barriers or cultural differences.

It’s also important for classmates to learn about the experiences of newcomers and diverse communities. That awareness helps them avoid making assumptions or saying things that, even if well-intentioned, can come across as hurtful or insensitive. Parents and teachers can play a crucial role here by encouraging ongoing discussions at home and in the classroom.

Sports and extracurricular activities can be especially powerful entry points for establishing a sense of belonging. Many newcomer youth describe sports as one of the first ways they were able to connect with peers. Shared activities—whether athletics, arts, or clubs—offer these students a tangible way to show their skills and find common ground, helping friendships grow more naturally.

What would you say to teens who want to reach out to their newcomer peers but are afraid of saying the wrong thing?

I would say don’t be shy. Take the risk the same way you would when you first talk to anyone new. If you approach the interaction with cultural humility, genuine curiosity, and care to connect, that matters more than knowing exactly what to say. Of course, do some learning on your own, but the most important part is the intention to build a real relationship. That sincerity will help carry you through any discomfort.

What are some common missteps to avoid when reaching out to newcomer students?

Saying “This is how we do things in Canada” can be problematic. It implies newcomers have to change, that there’s no space for their ways of knowing or doing. They already have to adjust, integrate, adapt—sometimes even assimilate. So, when someone says, “No, this is how we do it here,” it can feel abrupt and erasing.

Of course, there are rules of operating in a school that everyone needs to know, such as asking permission to retrieve a book from your locker during class, for example. But social norms are different. Students arrive with diverse perspectives and worldviews, and there isn’t just one right way—even among Canadian-born students. A better approach is to lead with curiosity: “This is how we usually do it here—are there other ways you’ve seen?” That creates space for mutual learning.

When friendships are framed as mutual exchanges, there’s richness in what can be shared. Students who have been in Canada for generations benefit greatly from intercultural interactions, as they engage with new perspectives they hadn’t considered before.

What can the parents of newcomer students do to support their kids as they integrate into a new environment?

Newcomer parents and guardians face many challenges. They have to learn multiple systems at once—health, banking, housing, and education. Understanding the school system is especially important for them. Teachers often mistakenly think these parents don’t want to be involved in their children’s school life, but when you ask them, parents usually say, “I want to be involved. I just don’t know how.”

The approach schools take to communicating with these parents matters. For some families, email works great. For others, a phone call, a paper notice sent home, a simple hello at drop-off, or encouraging them to attend a parent evening may be more effective. Parents can also work through allies in schools and communities, including settlement agencies. Having a cultural broker can be crucial—they speak the same language and understand the context, helping families navigate.

How can the parents of established students encourage inclusivity?

Parents can discuss inclusion with their kids more broadly—encouraging them to reach out to new classmates, diverse students, students with special needs, or anyone who might be feeling isolated. Asking them to imagine how they might feel in a similar situation can help students think more empathetically about ways to welcome others.

These conversations also help children understand that welcoming others is an essential part of social responsibility. Parents themselves can model this behaviour by getting involved in school activities, meeting other families, and demonstrating openness. This benefits not only newcomers but also their own children and the community at large.

What steps can teachers take to help newcomer and other diverse students feel welcome?

Teachers make an enormous difference. Students often tell us that when a teacher takes the time to build a relationship, ask extra questions, or offer additional help, it changes everything. They feel like they have an ally, someone to go to if they’re struggling with material or feeling lost. Teachers are also often the first to notice when a student is slipping academically, seems isolated, or shows signs of mental health concerns. That makes their role critical.

Outside the classroom, professional development can help teachers build skills in this area. Many teacher education programs include some training on diversity and on working with Indigenous students, but the newcomer experience often gets less attention. School-wide professional development sessions on diversity and inclusion, ideally involving settlement workers and newcomer families, provide valuable experiential learning opportunities that extend beyond traditional didactic training.

Can you share an everyday example of how assumptions can exclude—or include?

Holidays are a good example. In Canada, it’s common to assume everyone celebrates Christmas, and teachers may ask, “What did you get for Christmas?” That assumption can make students who don’t celebrate feel excluded. Simply naming the assumption or inviting students to share their own traditions creates a sense of inclusion.

Schools are improving—more now celebrate Black History Month, Pride, or Truth and Reconciliation Day, for example. But it’s essential to avoid being performative. Assemblies and speakers are valuable, but smaller classroom conversations can be more meaningful.

How do intersecting identities (e.g., being a newcomer and 2SLGBTQIA+, or living with a disability) shape experiences?

Multiple marginalizations can compound challenges, particularly for mental health. At the same time, schools in Canada can offer safety and community that might not have been possible elsewhere. For example, queer newcomer youth may find supportive communities here that they couldn’t find in their countries of origin. The important thing is to recognize both risks and strengths, and not judge students by assumptions about their identities.

How does diversity strengthen classroom learning and prepare students for life beyond school?

There’s a deficit lens that some people have, believing diversity will harm their child’s education or slow down the class. In reality, research in corporations, schools, and communities shows the opposite. Diverse perspectives enrich conversation, lead to innovative solutions, and create stronger, more cohesive environments. In education, our ‘currency’ isn’t profit, but learning, growth, and belonging. Those outcomes are enhanced by inclusion.

It’s actually a disservice when students grow up without diversity in their classrooms. When they later enter diverse universities or workplaces, the adjustment can be jarring. Schools that reflect the wider world help students develop intercultural competence early, setting them up for success throughout their lives.

This interview has been edited for length and clarity.

Professional Development Materials for Educators

• Educational resources 
• Digital platform: Helping newcomers integrate into the classroom
• Course: Supporting Teachers to Address the Mental Health Needs of Newcomers from War Zones

Featured Researcher
Dr. Anusha Kassan
Associate Professor, Faculty of Education

September 17, 2025

A five-year project at UBC Okanagan is transforming K–12 education by centring Indigenous knowledge and relationships to land. The project, Co-Curricular-Making: Honouring Indigenous Connections to Land, Culture and the Relational Self, brought together over 240 educators who worked alongside Elders, Knowledge Keepers, and community partners to reimagine curriculum as a shared, evolving process. This approach helped educators move away from colonial teaching practices while building the confidence to facilitate meaningful discussions about history, culture, and identity.

The project emphasized experiential learning where students explore multiple perspectives through art, dance, drama, music, and poetry. The research, co-authored by Drs. Margaret Macintyre Latta, Bill Cohen and Danielle Lamb demonstrates how embracing uncertainty and questions as opportunities for growth helps both educators and students connect their learning to their own communities while supporting reconciliation through education.

Read the full story here.