The increase in global mobility has brought about the recent increase in the number of students who are not from the majority culture in classrooms across the United States and Canada and who report experiencing loneliness and social isolation. The students’ loss of self-esteem and the development of learned helplessness are directly related to the persistence of their experiences of loneliness. This study analyzed 10 immigrant elementary school students’ descriptions of their experience of loneliness, as part of a larger-scale interview study on loneliness in 75 Canadian elementary school students. Transcripts were analyzed from the point of view that deficits in affective, motivational, and cognitive areas are created as a result of the lack of a school culture of acceptance and belongingness. Students’ remarks illustrated how lack of satisfying peer relationships leads to: (1) loneliness, lowered self-esteem, and lack of desire to go to school; (2) expectations to fail and reluctance to initiate social contacts; and (3) lack of confidence in their abilities. Findings suggest that pedagogical thoughtfulness and tactfulness on the part of the teacher are required so that immigrant students can be provided more opportunities to connect with their peers as they participate in shared meaningful experiences. Such experiences can provide all students and teachers with opportunities to relate to one another and to strengthen their sense of belongingness to the school community. (Contains 69 references.) (KB) (ERIC No. ED455009)
