Breaking the Silence: a Framework for School Psychologists Working with Students of Undocumented Immigrant Families

Aganza, Joaquin S.; Gamboa, Angélica; Medina, Elizabeth; Vuelvas, Stephanie

doi:10.1007/s40688-018-0210-1

Cited by 8 publications

(5 citation statements)

References 23 publications

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“…School mental health professionals need to know the Title IX coordinator as well as other administrators who are tasked with addressing this bullying and harassment. Furthermore, acknowledging and incorporating events that celebrate aspirations and achievements of the Latino culture, as well as offering dual language programs, have been found to help students feel welcomed and promote acceptance for undocumented immigrant students (Aganza et al, 2019).…”

Section: An Antioppressive Ecological Framework For School-based Ment...mentioning

confidence: 99%

“…In an antioppressive framework, Positive Behavior Intervention Support Program (PBIS) can be a tool that creates a climate that is focused on promoting positive behavior. Externalizing and impulsive behavior has been shown in students whose parents are at risk of deportation (Aganza et al, 2019). PBIS has been shown to provide a positive school environment for all students and can be supportive for students who have experienced trauma (Eber et al, 2020).…”

Section: Tier 1-universal Interventionsmentioning

confidence: 99%

“…Immigrant s tudents who went through CATS have been shown to improve in overall functioning (Arora et al, 2021). Psychological First Aid has also been shown to reduce stress symptoms for students who are concerned about possible deportation of parents (Aganza et al, 2019; Kataoka et al, 2012).…”

Section: An Antioppressive Ecological Framework For School-based Ment...mentioning

confidence: 99%

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How did we get here and where do we go from here?: Supporting undocumented students through a pandemic.

DeLuca-Acconi¹,

Bessaha²,

Velázquez³

et al. 2022

School Psychology

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Communities of color have been disproportionately impacted by the coronavirus disease (COVID-19) pandemic, exposing the influence of decades of policies that have under-resourced and marginalized these communities. The history of segregation and inadequate funding in education has been exacerbated by the pandemic, compounding the educational inequities already present in the United States. The intersection of this inequity alongside immigration policies over the past years have led the undocumented student population to be adversely impacted. The lack of access to health care and social safety net programs, fear of deportation, and an over reliance on technology for schooling leaves a large segment of students vulnerable for adverse academic, emotional, and social outcomes. This paper will trace the historical path of educational segregation, immigration policies, and how these led to the disproportionate impact of COVID-19 on undocumented students. It will discuss interventions for undocumented students within an antioppressive ecological framework and the ethical responsibilities that school-based mental health professionals have to support undocumented students to fulfill their highest potential, manage the emotional toll of the pandemic, and advocate for change in immigration and educational policies. Impact and ImplicationsThe authors trace the history of segregation, inadequate educational funding, immigration policies, and lack of access to health and mental health care that have led undocumented students to be especially impacted during COVID-19. Readers may find future directions and recommendations for school mental health professionals as exciting opportunities to expand their roles including antioppressive work including advocating for human rights-based immigration reform and equitable funding.

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Section: An Antioppressive Ecological Framework For School-based Ment...mentioning

confidence: 99%

Section: Tier 1-universal Interventionsmentioning

confidence: 99%

Section: An Antioppressive Ecological Framework For School-based Ment...mentioning

confidence: 99%

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How did we get here and where do we go from here?: Supporting undocumented students through a pandemic.

DeLuca-Acconi¹,

Bessaha²,

Velázquez³

et al. 2022

School Psychology

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“…Restrictive state immigrant policies not only result in decreases in Latinx student attendance and enrollment (Arrocha, 2011; Contreras, 2002) but educators also report notably higher levels of stress and difficulty in providing a sound educational environment (Ee & Gándara, 2020). Schools enrolling undocumented students or those who come from mixed status families might require special training to enable their school psychologists and counselors to address the trauma marking their students’ lived experiences (Aganza et al, 2019; Storlie & Jach, 2012). Arguably, given the national nature of the current anti-immigrant discourse, ever-EL high school students in both new and established immigrant destinations might require these affective supports before any real academic progress can be made (Chykina, 2021).…”

Section: Implications For Research Policy and Practicementioning

confidence: 99%

EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways

2022

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Although current and former English Learner (EL) or “ever-EL” students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna’s seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how state and federal policy uniquely inform ever-EL students’ academic trajectories. This model considers how EL education policy is largely defined at the federal level but interpreted and implemented by state and local actors (i.e., the Lau and Castañeda cases). In addition, largely of immigrant origin, ever-EL students are directly affected by federal immigration policy as well as state immigrant policies. We suggest that the unique status of EL education in K-12 schools and the framing of immigrant-origin communities in federal and state policies make it necessary to consider both federal and state policy contexts in ever-EL college-going research.

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“…Additional studies have highlighted the experiences of school integration and access to school-based psychosocial support services among newcomer youth (Kalchos et al, 2022) and examined the implementation of a resiliency building program for newcomer youth in schools (Crooks et al, 2020). The preceding research has informed models for addressing the mental health and academic needs of immigrant youth, including NIA, in schools (e.g., Aganza et al, 2019). For instance, systematically integrating prevention and intervention efforts across three tiers of support within the school setting, Arora et al (2021) proposed a three-tiered model of school-based mental health services for IOY, while DeLuca-Acconi et al (2022) put forth an antioppressive framework to supporting undocumented students in schools.…”

mentioning

confidence: 99%

Conducting school-based research with newcomer immigrant adolescents: Challenges and solutions.

Arora,

Wheeler,

Lim

et al. 2024

School Psychology

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Newcomer immigrant adolescents (NIA) represent a particularly vulnerable group in the United States, facing numerous stressors placing them at risk for social-emotional and academic concerns. Schools play a critical role in supporting NIA in the United States. Despite this, insufficient research addressing the needs of this group within schools has been conducted. Considering the complexity of engaging in communitybased research with marginalized populations, such as NIA, in this article, we elaborate on the challenges we faced during our research with NIA and propose solutions to these challenges. We do so with the goal of promoting continued engagement of such efforts within our field as to better address the needs of NIA within the United States. Impact and ImplicationsThe present article describes the lessons learned from a study addressing the needs of newcomer immigrant adolescents in U.S. schools to support future research with newcomer immigrant adolescents within school psychology.

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Breaking the Silence: a Framework for School Psychologists Working with Students of Undocumented Immigrant Families

Cited by 8 publications

References 23 publications

How did we get here and where do we go from here?: Supporting undocumented students through a pandemic.

How did we get here and where do we go from here?: Supporting undocumented students through a pandemic.

EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways

Conducting school-based research with newcomer immigrant adolescents: Challenges and solutions.

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