School practices and the mental health of immigrant/refugee students and their parents

• In Event: The Wellbeing of Immigrant Students, Parents, and Workers in the US

Abstract

The United States education system has long been shaped by racial and ethnic disparities, including inequities in school funding, staffing, discipline, and program/class offerings. Immigrant students and families face particular challenges if there are language barriers, cultural differences, and fears related to immigration enforcement. These inequities not only impact educational outcomes but may also contribute to mental health disparities by race/ethnicity among students (and their parents).

We analyzed data from an NIH-funded longitudinal cohort (n=1307) in Minnesota, merged with Civil Rights Data from the U.S. Department of Education. Cohort participants included African American, Native American, Latinx, Somali/Ethiopian, Hmong, and non-Hispanic White families; this analysis focuses on the Latinx, Somali/Ethiopian and Hmong families. Parent mental health was assessed using the Kessler 6 depression instrument and child mental health outcomes were assessed using the Strengths and Difficulties Questionnaire. Associations between school-level disparities (e.g., differences in discipline rates by race/ethnicity and English learner status) and mental health were analyzed using linear mixed models, adjusting for demographic and socioeconomic factors.

Preliminary results indicate that, compared to White male students, the rates of out-of-school suspension were higher for Hispanic and English Learner male students, while the rates of gifted and talented placements were lower among Hispanic and English Learner male children. The disparities in these practices were significantly associated with poorer mental health outcomes among immigrant children, but no statistically significant associations were found for parents.

Racial/ethnic disparities in school practices contribute to mental health inequities, reinforcing broader systemic disadvantages. Addressing these disparities requires policy reforms, including alternative discipline practices, equitable funding, and greater cultural competency among educators to foster a more supportive educational environment.

Author

• Angie Fertig, University of Minnesota
  Presenting Author