Youth of Indian descent in New Zealand are regarded as highly vulnerable to mental health issues, yet these young people are not routinely engaged in exploration of issues or support options and strategies. There is a global prevalence of stress among youth which is of significant concern. Experiences of stress and strategies for addressing stress can be viewed as intertwined with the social, cultural, and familial contexts which shape them. To effectively enhance the wellbeing of this group, it is imperative to explore the complexities of stress within this context. Indian youth who were born in New Zealand, or have migrated here, are exposed to the Western culture in their social environment while also being exposed to their parents’ Indian culture at home. This can result in conflicting beliefs and values. The understandings and voices of young people are underrepresented in discussions of how they navigate their experiences across numerous social and cultural contexts. This study was positioned within the theoretical framework of social constructionism and used intersectionality as a method of analysis to gain insight into the complex interplay of social and cultural factors shaping stress for Indian youth.

The methodology employed was narrative inquiry, involving interviews and focus groups conducted with 14 youth, 10 parents, and three school-based counsellors in Auckland, New Zealand. A mediated dialogue method was employed to support parents and counsellors to engage with youth narratives.

The thematic analysis was conducted through an intersectionality approach, which made visible the production of multiple constructs of stress experienced by youth of Indian descent in New Zealand. These youth experienced a profound sense of conflict between dominant constructions of valued identities within their native and host (New Zealand) cultures, leading to a sense of not belonging. The findings were also suggestive of the presence of overt and subtle forms of systemic racism, discrimination, and racial stereotypes, leading to marginalisation and exclusion from their social environment. In order to avoid exclusion, youth often engaged in complex identity negotiation which carried a mental load. However, these sociopolitical factors were downplayed by parents and counsellors, who emphasised individual psychological constructions of youth resilience instead. Additionally, the social construction of parental aspirations for children’s academic success and the notion of being compared to others had a significant impact on stress experienced by youth in this study.

Addressing stressors involved various strategies including youth distracting and diverting their attention to extra-curricular activities, driven by their feelings of hopelessness, resentment, and anger. Moreover, some Indian youth took pride in their connection to their Indian heritage and most embraced their dual Kiwi–Indian identity, which helped them navigate the complexities of living between cultures. Findings also pointed out a sense of helplessness stemming from their lack of control over their situations in some cases, resulting in instances of self-harm and suicidal ideation. Youth narratives highlighted the prevalence of mental health stigma, and their hesitancy in seeking a counsellor’s help when in distress.

The mediated dialogue method facilitated an increased awareness among parents and counsellors about the challenges experienced by these youth and the support they require to improve their wellbeing. While some of the youth narratives were acknowledged by parents and counsellors, some, for example the effects of systemic racism on youth wellbeing, were invalidated or refuted. Both parents and counsellors suggested collaborative approaches to raise their awareness of the stress experienced by youth in order to effectively support them. They emphasised the importance of educating parents and counsellors on youth stress and enhancing cultural sensitivity. Additionally, both groups accentuate the need for schools to adopt a proactive approach to help migrant youth in understanding and integrating themselves into the educational system of New Zealand. Moreover, this study indicated the need to amplify the voices of youth, establish a youth-led framework, and for an ally’s movement to drive systems change and not solely depend on minority communities and professionals to drive this change.