Psychoeducational strategies to support the adjustment processes of Third Culture Kids (TCKs) and Third Culture Adults (ATCKs)

Abstract

As more families continue to relocate to other countries due to professional opportunities, more children live abroad. These unique children are known as third culture kids (TCKs). These individuals are spending, or have spent, a significant number of developmental years outside their parent’s cultures(s). Due to their high mobility lifestyles, they experience a series of challenges, such as developing multiple senses of belonging or no sense of belonging. Hence, feelings of being misunderstood by their community are recurrent among them. Generally, TCKs attend international schools, specifically International Baccalaureate Programme (IBP) schools. TCKs have significant academic and socio-personal needs during periods of transition that should be identified by school personnel. Therefore, developing psychoeducational resources to support their adjustment processes is crucial.