Globally, immigrant young people face challenges associated with their school-to-work transition including overcoming language and cultural barriers, social exclusion, disengagement from school, discrimination in the local job market, and being separated from their extended family and familiar culture. The role of parents and career advisors in the school-to-work transition has been extensively highlighted in the literature. This study explores the school-to-work transition of immigrant students in Aotearoa New Zealand through the lens of parents and careers advisors and focuses on three main research questions: 1) What factors inside and outside of school influence parents’ ability to support immigrant students in the school-to-work transition?; 2) What factors inside and outside of school influence career advisors ability to support these students in the school-to-work transition?; 3) What supports would assist immigrant youths school-to-work transition?

In this phenomenological study, semi-structured and focus group interviews were used to generate data with a purposive sample of sixteen immigrant parents and six career advisors from schools with high populations of cultural diversity in Aotearoa New Zealand. The study’s findings support previous research which asserts that the best environment for students to explore career options is at home with parents who express an interest in their future career. However, the study found that parents and career advisors have very different understandings of ‘parental involvement’; while parents focused on aspects within the home, careers advisors expected them to participate in career-related events at school.

Work experience plays an important role in the transition from school to work, especially for those who are immigrants. This study found, however, that it is very rare for immigrant students to engage in work experience while studying at secondary school. This is because immigrant parents underestimate the value and importance of work experience and actively discouraging their children from engaging in part-time work/placements/voluntary jobs. In addition, immigrant students may find it difficult to obtain work experience because of their poor English proficiency and disinterest on the part of employers.

Immigrant families’ cultural differences and lack of knowledge about the New Zealand education system often affect their children’s school-to-work transition. This study draws attention to the importance of various individuals who can help facilitate this process. Contributors include individuals like school leaders, and community mentors who can guide immigrant students and the parents, and provide cultural support for the career advisors. The study provides comprehensive strategies to address the needs of immigrant students and their families to ensure successful school-to-work transitions.