We examined behavioral school engagement trajectories of immigrant and non-immigrant early adolescents in relation to their academic achievement. Data were based on teacher judgments and school records. Students from immigrant families living in Greece and their non-immigrant classmates (N = 1057) were assessed over the three years of middle school (ages 13 to 15). Academic achievement influenced later school engagement more strongly than vice versa for both immigrant and non-immigrant students. Low achievement, being an immigrant student and social adversity were found to be risk factors for the initial level of behavioral engagement. An overall increase in students' absenteeism over the course of the study was stronger for immigrant students. The immigrant status effect was due to immigrant students' lower achievement. The results suggest that immigrant youth may disengage from school to protect themselves from academic failure. This would also be a plausible explanation for earlier findings that immigrant and non-immigrant students do not differ in psychological well-being, even though immigrant students have significantly lower academic achievement. Implications for interventions to promote academic achievement and to prevent disengagement in immigrant students are discussed. © The Author(s) 2014.

developmental psychopathology school engagement multi-level/hierarchical Immigration Longitudinal study

teacher immigrant human child behavior groups by age academic achievement psychological well being family Adolescent male female risk factor middle school Greece Article absenteeism human experiment normal human academic failure high school student decision making