Bridging Cultures, Building Attendance: Understanding Needs and Supports for Immigrant and Refugee K-12 Students

Abstract

School absenteeism is a growing concern in Canada, yet remains underexplored, particularly among immigrant and refugee students who face elevated risk due to intersecting systemic and contextual challenges (Carman & Wesley, 2024; Kearney et al., 2022). This study examined the needs of immigrant and refugee K-12 students as identified through the Multicultural Liaison Officer (MLO) program in Ottawa, Ontario. Guided by the Kids and Teens at School (KiTeS) ecological framework (Lee et al., 2023), a qualitative document analysis was conducted using 367 referral records and monthly narrative reports from January to June 2025. Findings indicated that student needs extend beyond academic concerns and are distributed across multiple domains. Referral data emphasized professional assessments (36%) and educational programming (35%), while narrative reports highlighted essential family-level needs, particularly employment and financial support (48%). Language barriers, school transitions, and challenges navigating the education system emerged as central areas of needs. Teachers were identified as key referral agents, highlighting their role in early identification and support pathways. Overall, results suggest that immigrant and refugee students' needs are embedded within interconnected family, school, and socioeconomic systems. The MLO program plays a critical role in bridging these contexts through culturally and linguistically responsive support. This study contributes to the limited Canadian literature by highlighting the importance of systemic approaches to supporting newcomer student engagement and well-being