The results provide direct evidence for high lifetime societal burdens of common mental disorders in Argentina due to a combination of high prevalence and early age-of-onset.

This study focused on the link between parental involvement in reading and schooling and children's reading motivation. The sample consisted of 128 low-income Latino students in the second through seventh grade and their immigrant parents. The specific questions addressed were: (1) How involved are Latino parents in their children 's schooling and reading? and (2) What is the association between Latino parents' involvement in their children's schooling and reading and their children's reading engagement? Descriptive analyses showed that the Latino parents reported moderate levels of involvement in their children's reading and schooling. Latent variable modeling revealed that parental involvement in reading was positively and significantly related to the children's reading motivation. However, parental involvement in schooling was not significantly related to the children's reading motivation.

No abstract

A state-academic-community partnership formed in response to the mental health needs fueled by the COVID-19 pandemic and the disproportionate effects on marginalized communities. Taking a community-partnered approach and using a health equity lens, the partnership developed a website to guide users through digital mental health resources, prioritizing accessibility, engagement, and community needs.

The academic achievement rates of urban Latino students are significantly lower than those of non-minority youth. To date, most of the research on this topic has focused on learning and motivational characteristics of underrepresented youth in elementary and middle school and much less on urban high schools. This study investigated variables related to learning, motivation, and engagement among high school-aged Latino youth. We found that learning and motivational variables were predictive of academic engagement for Latinos, paralleling work with non-minority samples. Motivational variables are seldom given adequate attention when considering interventions for low-achieving students, despite the abundant literature that demonstrates their connection to academic outcomes. Fortunately, the factors examined in the study are amenable to intervention.