Mental Health Services in Schools

LatinX Youth & Mental Health

Our LatinX youth have some of the highest mental, emotional, and behavioral health issues in the country (Pineros-Leano et al., 2023; Gomez & Gudino, 2023).

They face unique obstacles that shape their challenging experiences.

Supporting LatinX Youth

Acculturation in Education

Acculturation in education for the LatinX community is a complex process that affects students’ social, academic, and personal experiences as they navigate cultural differences between home and school environments (Castro-Olivo, 2014). Acculturation can involve balancing traditional LatinX cultural values, with the individualistic nature of Western educational systems (Castro-Olivo, 2014; Kapke et al., 2016). For many LatinX students, this dual identity creates unique challenges, including language barriers, unfamiliarity with school expectations, and potential pressure to assimilate at the expense of their cultural heritage (Castro-Olivo, 2014; Kapke et al., 2016).

Students who are English Language Learners (ELL) or come from immigrant families may face additional academic hurdles due to differences in educational systems, limited bilingual support, and the need for culturally relevant teaching practices (Castro-Olivo, 2014). As students acculturate, they may feel isolated or underrepresented, especially in schools that lack LatinX educators or culturally inclusive curricula. This can impact academic motivation, academic performance, and mental health (Kapke et al., 2016).

Supportive school environments that honor and integrate LatinX culture can significantly improve educational experiences, helping students feel valued and empowered (Kapke et al., 2016; Lopez & Yamashita, 2017). Strategies like bilingual education, culturally responsive teaching, family engagement, and access to LatinX mentors can ease acculturation challenges and promote educational success within the LatinX community (Kapke et al., 2016; Lopez & Yamashita, 2017).

(Cruz et al., 2019; Gomez & Gudino, 2023; Hurwich-Reiss & Gudiño, 2016; Kapke et al., 2016; Patriarca et al., 2022).

Does your child need extra support in the classroom?

you are not alone

Many LatinX families, just like yours, may feel overwhelmed with the process of seeking support from their child's academic settings.

But there is a network of support available.

What is an Individualized Education Program (IEP)?

If your child has been diagnosed with Autism, ADHD, intellectual and learning disabilities, or emotional disturbances, an Individualized Education Program (IEP) may be beneficial (Spiel et al., 2014; Sanderson, 2023). An IEP is a collaborative, customizable education plan for public school students, aimed at supporting them in reaching their educational goals (Larios & Zetlin, 2022). If your child qualifies, they will receive support from a multidisciplinary team, including teachers, school psychologists, and parent advocates (Spiel et al., 2014; Sanderson, 2023).

If your child qualifies for an IEP, they will receive support from a multidisciplinary team, which may include teachers, a school psychologist, school administrators, parent advocates, and translators (Larios & Zetlin, 2022). Enrolling your child in an IEP can be a beneficial choice if you believe their mental health challenges are hindering their academic success.

What is a 504 Plan?

A 504 plan, similar to an Individualized Education Program (IEP), is based on Section 504 of the Rehabilitation Act of 1973, a federal law that protects students from discrimination due to disabilities (Spiel et al., 2014; Hustus et al., 2020). This law requires schools to remove academic barriers that impede students from fully participating in the curriculum and to provide learning accommodations and modifications (Spiel et al., 2014).

Like an IEP, a 504 plan is provided at no cost and is reviewed annually. However, unlike an IEP, a 504 plan covers a wider variety of disabilities and behavioral challenges in the educational environment (Spiel et al., 2014; Hustus et al., 2020). Therefore, while a child may not qualify for an IEP, they might still be eligible for a 504 plan due to its broader criteria.

FAQs

  • The first step is to have your child undergo an evaluation.

    • Request an evaluation by writing a letter to your child's school district and providing their teacher and principal with a copy (Disability Rights California, n.d.).

    • Your letter must express concerns about your child's academic progress and why (Disability Rights California, n.d.; Spiel et al., 2014).

    • You can include concerns about your child's mental health barriers (Disability Rights California, n.d.; Spiel et al., 2014).

    • Your letter should also include a statement that you are requesting an assessment for special education services and are looking forward to a response from the district within fifteen calendar days (Disability Rights California, n.d.).

    • Your letter should also include that your child be assessed under Section 504 of the Rehabilitation Act of 1973 to determine your child's eligibility for a 504 plan (Disability Rights California, n.d.).

    • After writing your letter, keep a copy for your personal records and wait for any updates (Disability Rights California, n.d.).

    • Historically, as LatinX families we have had a challenging and limiting experience with IEP and 504 meetings (Sanderson, 2023)

    • The most common theme expressed by our community was feeling excluded and disregarded by the IEP team due to feeling unprepared to advocate for their child (Sanderson, 2023).

    • LatinX families also reported that the legal vocabulary and professional conversations during the meetings made them feel excluded and discouraged them from participating in meetings (Mortier & Arias, 2020).

    • Research also showed that our LatinX community reported IEP and 504 meetings as a valuable opportunity for teamwork between teachers, administrators, and parents (Mortier & Arias, 2020; Sanderson, 2023).

    • LatinX community also reported that IEP and 504 meetings also provide ample opportunities to encourage our LatinX children and parents to have a voice in their academic plans and to address any negative experiences in the academic setting (Mortier & Arias, 2020; Sanderson, 2023).

    • We must continue to research IEP and 504 plans to better  inform ourselves of our children’s academic rights and to challenge the negative stigma built around these services (Larios & Zetlin, 2022).

    • Enrolling your child in an IEP or 504 plan does not mean your child will be automatically enrolled in special education classes or separated from their peers (Mortier & Arias, 2020)

    • It also does not mean that they will be unable to take advanced courses, or that they will be unable to attend college in the future (Mortier & Arias, 2020)

    • As a community, increasing our understanding and overcoming the stigma of these services can enhance our involvement and advocate for our children's wellbeing.