High school students labeled as English learners, referred to in this article as emergent bilinguals, participated in a mixed-methods study of their social and emotional well-being. Relationships with school personnel, peer relations, and involvement in support activities were connected to well-being while experiences of microaggressions from teachers and peers, lack of access to advanced curricula, and poor integration with mainstream peers were related to negative well-being. A variety of school, peer, and family themes both promoted and compromised well-being. Students' sense of connection to mainstream students was positively related to school belonging and positive affect. A sense of connection to ethnic peers and a positive ethnic identity were related to positive affect but not school belonging. This pattern of findings suggests that connecting with members of both one's ethnic and the mainstream community may lead to greater well-being but integrating into the mainstream community prompts greater school belonging. Implications for practice and policy are discussed.

中文翻译：

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初生双语高中生的社会情感体验

被标记为英语学习者的高中学生，在本文中被称为双语者，他们参与了一项关于他们的社交和情感健康的混合方法研究。与学校工作人员的关系、同伴关系和参与支持活动与幸福感有关，而教师和同伴的微攻击经历、无法获得高级课程以及与主流同伴的不良融合与消极幸福感有关。各种各样的学校、同龄人和家庭主题既促进了幸福，也损害了幸福。学生与主流学生的联系感与学校归属感和积极情感呈正相关。与民族同龄人的联系感和积极的民族认同感与积极情感有关，但与学校归属感无关。这种发现模式表明，与一个人的种族和主流社区的成员建立联系可能会带来更大的幸福感，但融入主流社区会促进更大的学校归属感。讨论了对实践和政策的影响。