Newcomer adolescents make up a large minority of Canada’s population and their positive integration experiences with education systems across the country are critical for both their development and the country’s long-term success. The current study examined newcomer adolescents’ (n = 4, between 16 and 18 years old) integration experiences using an arts-based engagement ethnography to understand what influences their positive integration into the school system. Artifacts, interview, and focus group data were analyzed systematically using ethnographic research guidelines. Five structures were identified: (1) barriers to advancement at individual, school, and macro levels, (2) fluctuating relationship with cultural identity, (3) limited trust in systems, (4) resilience through independent learning, and (5) facilitating factors to positive integration experiences at the family and school level. In keeping with a relational developmental systems theory framework, each structure accounts for multiple inter- and intra-individual factors at multiple environmental levels. These findings outline considerations for systemic issues in academic institutions and offer suggestions for how institutions can better support newcomer adolescents.

新移民青少年占加拿大人口的很大一部分，他们与全国教育系统的积极融合经验对于他们的发展和国家的长期成功至关重要。目前的研究调查了新来的青少年（n = 4，在 16 至 18 岁之间）使用基于艺术的参与民族志来了解影响他们积极融入学校系统的因素。使用民族志研究指南系统地分析了人工制品、访谈和焦点小组数据。确定了五种结构：（1）个人、学校和宏观层面的进步障碍，（2）与文化认同的波动关系，（3）对系统的有限信任，（4）通过独立学习的弹性，以及（5）促进家庭和学校层面积极融入体验的因素。与关系发展系统理论框架保持一致，每个结构都考虑了多个环境层次上的多个个体间和个体内部因素。