Social Inclusion, Belonging, and School-Based Experiences in Central American Immigrant Youth.

This article examines the school-based experiences of Spanish-speaking Central American immigrant adolescents enrolled in English language learner (ELL) programs in two New York State high schools, focusing on how institutional design and school policies affect their social inclusion, sense of belonging, and acculturation. While participants generally perceived a positive climate and supportive educators, they also reported experiences of racialization, social exclusion, and segregation through self-contained ELL classes and limited opportunities for cultural exchange with English-speaking peers. The study highlights how such institutional mechanisms reinforce "brightened boundaries" that hinder integration and cultural exchange, despite immigrant students' strong desire to engage with American culture and share their own cultural wealth. Findings suggest the need for systemic changes in school policies and practices to foster equitable inclusion, with school social workers playing a key role in addressing both individual and institutional barriers to immigrant student integration.