Bienestar subjetivo en las trayectorias de escolares inmigrantes en tres escuelas chilenas

Abstract

Transition from the school of origin to the host school is conceived as a high-risk transition for the migrant group given the impact on well-being of having to move to a new territory. Thus, this study analyses the subjective well-being in the educational trajectories of immigrant schoolchildren in the Valparaíso Region, Chile. For this purpose, a qualitative cross-sectional research was carried out using a collective case study in three Chilean public schools. In particular, individual interviews and participatory group methodologies were applied, both of a biographical-narrative nature. The findings reveal several factors that have an impact on subjective well-being, such as family support, peer relationships, teachers as support, and projects for entrepreneurship and entry into post-compulsory education. These elements are positioned as key protectors in the optimal development of the trajectories of foreign students inserted in educational environments of reception.