“Me Perdia En La Escuela”: Latino Newcomer Youth in the U.S. School System

Background and Purpose

Since the early 2000s, tens of thousands of unaccompanied minors have emigrated to the United States. Newcomer youth arrive from Mexico and Central America to escape violence and persecution.  Exposure to trauma is compounded by poverty, discrimination, isolation and legal barriers encountered in U.S life. These stressors and limited English proficiency put Latino unaccompanied youth at risk for academic failure and school systems are ill-prepared to meet these student needs.

This paper seeks to understand the experience of Latino unaccompanied minors within a public-school system located the southern United States. Drawing on youth, parent, and school staff responses and perspectives, it offers suggestions on how to promote academic success and school connectedness for a vulnerable youth population.

Methods

These data were from a mixed methods study on trauma and stress and coping related to immigration experiences and transitions for Latino unaccompanied minors. Thirty (n=30) youth from 3 middle schools and 2 high schools completed survey questions on school engagement and participated across 8 focus groups. Participants’ country of origin included Honduras (n=10), Guatemala (n=8), México (n=6), and El Salvador (n=6).  Ten key informants, including parents (N=6) and school staff (N=4), also participated in individual interviews. Survey data was analyzed for descriptive results. Interviews were audio recorded and transcribed, and thematically coded.

Findings

On the survey, nearly 67% of students answered that teachers always treat them with respect and half of students responded that teachers are always concerned with them passing. Thirty-three percent reported arriving late to class at least once each week and only 9% missed one or more classes per week. Forty-three percent of students agreed that they have at least one person who can help with homework but only 26% reported that they trust at least one adult at school. The average student did homework for just over 2 hours (2.05, SD=1.90).

Despite strong attendance, participant interviews suggested more nuanced struggles for students. For many students, the reality of life in the U.S. did not match their rosy expectations. Students’ often felt encerrados- or stuck inside their apartments. This spoke to student and parent fears about crime and substance use in the neighborhood, and applied to their current living situation. Minimal English skills left students with fewer friends and fears to go outside. Limited English was also a barrier to developing trust with school staff and most schools did not have the resources to assist students who were behind in coursework. Interviewee’s recalled a predominance of teasing and bullying by peers, including students of immigrant and/or Latino backgrounds. Students felt gratitude for living in the U.S., yet, they felt the burden of meeting both school and family expectations.

Conclusion

Schools are a crucial venue for promoting academic equity for newcomer youth. Teachers and parents must work together to improve student academic progress and promote student safety. School districts should increase bilingualism and biculturalism among staff to improve student-teacher communication and to address bullying. Efforts must be made to create community among immigrants of diverse backgrounds.