How Did We Get Here and Where Do We Go from Here?: Supporting Undocumented Students through a Pandemic

Autor/inn/en	DeLuca-Acconi, Robin; Bessaha, Melissa; Velázquez, Suzanne L.; Mendoza, Mario R.
Titel	How Did We Get Here and Where Do We Go from Here?: Supporting Undocumented Students through a Pandemic
Quelle	In: School Psychology, 37 (2022) 2, S.202-211 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeLuca-Acconi, Robin) ORCID (Bessaha, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000491
Schlagwörter	Undocumented Immigrants; Minority Group Students; Public Policy; Equal Education; COVID-19; Pandemics; Intervention; Social Justice; Social Bias; Racial Bias; Ethnicity; Access to Health Care; Mental Health; Educational Environment; Behavior Modification; Positive Behavior Supports; Resilience (Psychology); Student Adjustment; Metacognition; Trauma; Cognitive Restructuring; Cultural Relevance; Family Involvement; Advocacy + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Öffentliche Ordnung; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Ethnizität; Psychohygiene; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Behaviour modification; Verhaltensänderung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sozialanwaltschaft
Abstract	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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01