Study on child welfare of adopted Chinese children at schools in Castilla y León

Abstract

The increasing diversity in schools as a result of international adoption has created new social challenges that need to be addressed. Beyond the learning processes of schools, the school is perceived as the ideal space for children and adolescents to develop skills and behaviours that allow them to live in society and it is considered a meeting point of different cultures. In the case of Spain, adopted Chinese children contributed to ethnic diversity in the classrooms, and the schools had to face this challenge. The main objective of this study is to know the social well-being of children adopted in the Republic of China who attend Secondary Education in Castilla y León since it presents itself as a group potentially exposed to the tensions that arise in heterogeneous groups in educational settings. Ten semi-structured interviews were conducted to meet the objective. The analytical strategy followed is based on well-founded theory. The results show that it is a group mocked for its Asian phenotypic features, but not for its adopted status.