Supporting Early Study Abroad Students in Ontario: Case Study of a Collaborative Action Research Initiative, with Conditions Changing Underfoot

Abstract

This article elucidates findings of an action research initiative that focused on the school engagement and social and cultural adaptation of a cohort of early study abroad students, aged 15–19, attending an urban secondary school in Ontario. The study was part of a federally sponsored partnership that supported the collaboration of postsecondary researchers with professionals working within a publicly funded organization. Despite challenges and disruptions to the schooling context, the team proactively pursued a strategy of developing students’ resilience and self-advocacy skills while promoting their adaptation and acculturation to Ontario schooling and society. An agenda that fostered opportunities for face-to-face activities inside and outside class helped build social connections among international students and between students and staff that proved key to their academic engagement, cultural integration, and sense of well-being.