For immigrant teenagers, especially newcomers, inclusion in school represents an additional challenge to the already complex transition from childhood to adolescence. The article proposes an exploratory research piloted in Palermo in 2016/2017 on a sample of 200 immigrant teenagers from non-European countries who are already included in the Italian school system. The aim of the research is to describe and to identify four areas: linguistic, communicative and relational difficulties, the role of training in immigrant country, reflections on their school path, decision making.
|Numero di pagine||8|
|Stato di pubblicazione||Published - 2017|