The ‘hidden immigrant’ in your classroom: 6 ways to help

A hidden immigrant might blend in with the group—but underneath, they are very different.

There’s a new kid in your classroom today.

She looks local. She doesn’t dress differently, doesn’t have an accent.

Your first clue is her confused look when someone mentions a regional sports team. (Think Tarheels in NC.)

Next, she doesn’t laugh along with the class at a pop culture reference. At lunchtime, you observe her breaking several unspoken social rules. You wonder, Is she on the spectrum?

To show interest in her, you ask, “So where are you from?” She gives you a frozen look before mumbling an answer you don’t quite follow.

You’ve just met a hidden immigrant.

The term “hidden immigrant” often refers to Third Culture Kids (TCKs) who appear culturally similar on the outside but feel culturally dissonant on the inside.

A TCK has spent a significant number of formative years away from their passport country—usually because of a parent’s job abroad. They may have lived in multiple countries, attended international schools, or grown up in households with different cultural norms than those of their peers.

And because they don’t look “different,” their struggles often go unnoticed.

Educators are usually trained to spot signs of adjustment: language barriers, cultural dress, or overt confusion. But hidden immigrants often fly under the radar. They may:

• seem either socially withdrawn or overly adaptable.

• avoid sharing their background for fear of sounding ‘weird.’

• grieve the loss of their previous home and lifestyle.

• feel confused or overwhelmed.

6 ways you can assist the hidden immigrant:

1. Don’t ask, “Where are you from?” It’s one of the hardest questions for a TCK to answer. Instead, try, “Tell me about the place you lived before this one.”
   

2. Offer a choice in group work or social pairings. Many TCKs feel socially out of sync or unsure how to connect.
   

3. Offer structured roles in group work (e.g. narrator, researcher, note-taker) to help reduce anxiety while still allowing the newcomer to contribute.

   
   

4. Create writing prompts that work for the general group but allow a child to process. The prompts may also help you spot emotional needs. For example: What’s something about you that most people don’t know? Describe a time when you felt like an outsider. Where is a place that feels like home, even if you don’t live there right now?

5. Create a classroom ‘cultural corner’ where students can share objects, photos, or stories from their cultural backgrounds. You could allow anonymous submissions to protect privacy. Ask for contributions from everyone, not just those who are cross-cultural.

   
   

6. Invite guest speakers with cross-cultural backgrounds. Bring in adults who’ve lived abroad or navigated cultural transitions to share their stories. This validates the hidden immigrant’s experience and helps classmates understand that cultural identity isn’t always visible. 👨‍🏫 To find out how my teacher 'Mr. G' helped me as a hidden immigrant, read my blog post Thresholds: 8 ways to help a child in transition.