A pilot study of the Identity Project intervention at an International school in northern Italy

Developed in the United States, the Identity Project aims to address topics such as cultural identity exploration and resolution. It has been shown that adolescents’ exploration of their cultural identity promotes overall well-being and better psychosocial development. The Identity Project was adapted to an Italian International School context and carried out over the course of the school year in a highschool setting. Qualitative feedback was collected by conducting focus groups with school leadership, teachers and students who participated in the intervention. In addition, quantitative analysis to test the efficacy of the intervention were also conducted by means of self-report measures. This thesis will take a closer look at the findings of these assessment methods specifically with regards to academic engagement and classroom cultural diversity climate. Insights into improvements and direction for future research for the Identity Project will also be addressed.