School adjustment of ethnic minority students in Chiang Rai, Thailand

Abstract

This study investigates the school adjustment of ethnic minority students in Chiang Rai, Thailand, focusing on three dimensions: social engagement, academic achievement, and psychological well-being. Using Bronfenbrenner’s ecological systems theory, this study shows how both individual and wider social factors affect how ethnic minority students adjust to school. Employing a cross-sectional survey design, data were collected from 404 students in three districts: Chiang Saen, Chiang Khong, and Wiang Kaen. The participants were drawn from diverse ethnic groups, including Hmong, Tai Yai, Lahu, Akha, and others. The findings indicated that 56.2% of the students demonstrated moderate levels of school adjustment, while 43.8% showed good adjustment. Among the dimensions, academic achievement scored the highest, followed by social engagement, with psychological well-being rated as the lowest. The study identified school stress and academic management as significant predictors of school adjustment, collectively accounting for 29.3% of the variance. School stress emerged as the strongest predictor, highlighting its critical impact on students’ ability to adapt to the school environment. The findings provide useful guidance for policymakers, educators, and other stakeholders in developing interventions that respond to the unique challenges experienced by ethnic minority students. Such initiatives should aim to create a more inclusive and supportive educational environment that promotes social integration, academic success, and psychological well-being.