The Adverse Childhood Experiences of Immigrant University Students

Abstract

This study investigated the interplay between adverse childhood experiences (ACEs) and migration. The focus was on immigrant university students in South Africa who had immigrated in their childhood. Migration is a challenging process, which often exposes migrant children to further adversity. With the use of family systems theory, the study examined how ACEs impact the migrant children, their acculturation, cultural identity, mental health and family dynamics. A qualitative research design, which employed thematic analysis to gain insights into the semi-structured interviews with the sample of nine participants who had immigrated to South Africa between the ages of 8 and 16 years, was used. Key themes identified in this process included motivations for migration, exposure of child migrants to ACEs, process of acculturation, their mental health and well-being, and intergenerational differences related to migration and acculturation. Education emerged as a central motivation for migration and families tended to view it as an investment in their child’s future. The participants reported exposure to various ACEs, including bullying, social rejection and xenophobia, which significantly compounded acculturation challenges. The findings highlight the pivotal role of social support structures in mitigating ACEs and fostering resilience among migrant children. Furthermore, the study reveals the dynamics of intergenerational differences in acculturation, which lead to tension and role renegotiation