Newly arrived students experiencing a severe academic delay (SAD) face many significant challenges at the same time (e.g., learning French and academic content, adapting to a new society), and their integration into the school system calls into question the organizational models designed to accommodate them.: transforming service organization models by and for community stakeholders.

It is therefore necessary to better understand both the experience of these students in Québec schools and the organizational models currently in place to accommodate them.

This project, carried out in collaboration with the Centre de services scolaire de Montréal, aims to improve the socio-educational experience of newly arrived students experiencing a SAD. It has two main phases: 1) data collection from students, parents, school stakeholders and administrators, and 2) a support strategy developed in collaboration with participating schools.

The results show that the experiences and needs of students experiencing a SAD and their families seem to be largely unknown, highlighting the need to make schools and future teachers aware of the challenges associated with their situation. Furthermore, the admission and integration of these students into schools seems to raise several challenges and questions, particularly in relation to the organization of services.

Now that the project has documented the students’ socio-educational experience, it is important to create actions and initiatives that meet their needs and to promote these in order to encourage and inform reflection in schools and universities. The main actions and achievements of this project are documented and shared in a section dedicated to students experiencing a SAD in the web documentary Des racines et des ailes on the success of immigrant students.

Chercheuse principale

Valérie Amireault, Université du Québec à Montréal


Rapport de recherche

Appel de propositions

Dépôt du rapport de recherche : juin 2022