Occupational deprivation of Haitian immigrant children and adolescents in Chile: a reflexive essay

Abstract

Immigration in Chile has led to a significant increase in the Haitian population, which has created important challenges in the educational field. Despite regulations aimed at ensuring equitable access to education, significant barriers such as racism, discrimination, and lack of linguistic support persist, limiting their effective integration. These difficulties affect not only their academic performance but also their ability to adapt culturally and establish social connections in their new environment. This essay aims to reflect on the occupational deprivation affecting Haitian children and adolescents in the Chilean school system, analyzing how these barriers impact their development and well-being. The role of occupational therapy in promoting educational inclusion is discussed, highlighting its potential to reduce the inequalities these students face. An occupational justice approach highlights the importance of developing intervention strategies to improve access and participation in education, ensuring their right to a full and equitable education. From a reflective perspective, it is concluded that the occupational deprivation experienced by this population not only limits their participation in school activities but also deepens their social exclusion and reinforces structural inequalities. The need to implement intervention strategies that promote equitable education is emphasized, recognizing the importance of professional support to foster the integration, agency, and well-being of these students in the Chilean educational context.