Teachers must be sensitive to the diverse cultures and the sometimes difficult personal experiences of Southeast Asian immigrant students. Varied conditions of arrival have a significant impact on their adaption to life in the United States. Earlier Vietnamese immigrants were more educated and Westernized compared to later Vietnamese, Cambodian, and Laotian refugees. The Confucian principles of filial piety, ancestral unity, primogeniture, and lineage influence parental socialization practices, and individuals strive to attain harmony in social relationships. The psychosocial development of Southeast Asian children is influenced by the conditions under which they arrived in the United States and by the tension between traditional and U.S. cultural beliefs. Unaccompanied males and Amerasian children are particularly susceptible to depression and behavioral problems. Younger children seem to adjust to the school environment more easily than older children, but language presents a major barrier for both students and parents. Educators can facilitate learning and encourage parent participation if they: (1) use bilingual teachers and school-home liaisons as resources; (2) become familiar with Vietnamese, Cambodian, and Laotian culture; (3) identify the specific conditions under which each family immigrated; (4) ask all students to share information about native culture and exhibit respect for individual characteristics; (5) invite children to discuss problems privately; and (6) ask parents who immigrated earlier to help more recent immigrant parents to understand school policy and to translate communications. A list of 13 references is appended. (FMW)