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Growing up Globally: Third Culture Kids’ Experience with Transition, Identity, and Well-Being

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Abstract

As globalization increases, there has been a rise in expatriate families and, consequently, students enrolled in international schools. These children, known as third culture kids (TCKs), face difficult transitions, identity development challenges, and adverse social-emotional effects. Transition programs have been developed and implemented by some international schools to assist students living in a third culture; however, extended support and specialized TCKs’ programs that address transition, identity, and emotional issues continues to be largely unavailable. To better serve this ever-increasing population, the current literature is examined, and, arising from this, implications and future directions for helping professionals in international schools are presented.

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Authors and Affiliations

  1. Educational Psychology Department, Northern Arizona University, Flagstaff, AZ, 86011, USA

    Scott T. Miller, Gianna M. Wiggins & Katherine A. Feather

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  1. Scott T. Miller
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  2. Gianna M. Wiggins
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  3. Katherine A. Feather
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Correspondence to Scott T. Miller.

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Miller, S.T., Wiggins, G.M. & Feather, K.A. Growing up Globally: Third Culture Kids’ Experience with Transition, Identity, and Well-Being. Int J Adv Counselling 42, 414–423 (2020). https://doi.org/10.1007/s10447-020-09412-y

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