The psychological well-being at school of immigrant students living in poverty is currently an understudied topic in developmental psychology. This is an important shortcoming because this population, which is rapidly increasing in many western countries, is in a double minority condition and has a greater risk of experiencing psychological distress at school, in comparison with their native peers. In order to improve our understanding on this issue, the present two-wave study investigated the prospective relationships between peer acceptance and two aspects of well-being at school—intention to drop out of school and negative self-esteem—specifically focusing on the differential effect of having (vs. not having) an immigrant background. The participants were 249 preadolescents and adolescents living in poverty (M_age = 12.76; SD_age = 2.34; 41.8% girls; 19.3% immigrants) who were attending educational centres for disadvantaged minors. The poverty status of the participants was an inclusion criterion. A multilinear regression model with multigroup analysis was tested. As expected, the results showed that peer acceptance had a significant negative association with school dropout intentions and negative self-esteem only for immigrants, but not for natives. For immigrant students, the protective effect of peer acceptance was comparable to the stability over time of dropout intention and self-esteem, a result that has promising implications for prevention programs. The applied implications of the study for educational and clinical contexts are discussed.

生活在贫困中的移民学生在学校的心理健康状况目前是发展心理学中一个未被充分研究的话题。这是一个重要的缺点，因为在许多西方国家中，这个人口正在迅速增加，处于双重少数民族状态，与本地人相比，在学校遭受心理困扰的风险更大。为了加深我们对这一问题的理解，本两波研究调查了同伴接纳与学校幸福感两个方面之间的预期关系，即辍学意图和负自尊心，特别关注差异。具有（相对于没有）移民背景的影响。参加者为249名生活在贫困中的学前和青少年（M_年龄 = 12.76; SD_年龄= 2.34；41.8％的女孩; 参加弱势群体教育中心的移民占19.3％。参与者的贫困状况是一项纳入标准。测试了具有多组分析的多线性回归模型。正如预期的那样，同伴接纳与辍学意愿和负自尊存在显着的负相关关系，仅对移民而不是对土著人而言。对于移民学生，同伴接纳的保护作用与辍学意图和自尊随时间的稳定性相当，这一结果对预防计划具有可喜的意义。讨论了该研究在教育和临床环境中的应用意义。