National Hispanic Heritage Month is observed from September 15 – October 15.

Latinx students are struggling.

Recent studies suggest Latinx students face higher school dropout rates compared to their white and black peers. The dropout rate for Hispanic students in 2021 was 90.24% higher than that of white students and 32.2% higher than that of black students, according to the National Center for Education Statistics.

These jarring statistics pose an important question: How can educators better support Latinx students in the classroom?

Much like a plant needs water and sunlight to flourish, students need a solid foundation to excel. As educators, we play a vital role in nurturing this foundation for Latinx students.

To start, it is important to understand the context behind some of the challenges Latinx students may face in the classroom. Well-being plays a critical role in student success, directly influencing academic performance and dropout rates. Broadly, socioeconomic disparities and language barriers are major factors that may affect Latinx students’ well-being. However, identifying obstacles that educators can address on a daily basis is equally important.

Here are three challenges often faced by Latinx students and ways educators can help to address each of them:

1. Stigma

The topic of mental health often carries a heavy stigma within Latinx communities. This stigma stems from cultural beliefs, fear of discrimination, and a strong emphasis on independence, which can discourage individuals from seeking help or acknowledging their concerns. Compared to their white peers, Latinx students are less likely to seek support for their mental well-being and less likely to acknowledge mental health concerns. (CITATION: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5568160/ & https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9081153/ )

What can educators do?

• Keep mental health on your students’ radar! Take intentional steps to reduce the taboo associated with the subject of mental health in your classroom. Simply referring to the importance of maintaining a healthy mind as a crucial factor in overall well-being and academic success can be an effective, regular contribution toward stigma reduction.
• Provide resources. Make information about mental health services and resources readily available and easily accessible. Visual aids (e.g., posters and pictures about mental health) in your classroom can also help to make the topic more approachable by signaling to your students that mental health is an important and accepted part of their overall well-being. The Scanlan Center for School Mental Health also has mindfulness coloring sheets, activity pages, and audio-guided mediations for use in your classroom or to send home in parent/caregiver newsletters.

2. Microaggressions versus Cultural Opportunities

Microaggressions

Microaggressions are subtle, often unintentional, discriminatory remarks or actions that communicate assumptions or stereotypes about a person’s race, ethnicity, gender, or other social identities. These comments or behaviors may be brief and intentionally harmless, but they can have a cumulative and harmful impact on the receiving end, contributing toward a hostile or unwelcoming environment for diverse students.

Common microaggressions toward Latinx students involve making assumptions about their nationality or heritage based on stereotypes.

1. “You’re from Mexico, right? Do you celebrate [specific cultural event]?”
2. “Your English is so good. Have you been in the U.S. for a long time?”
3. “I love your traditional clothing! It must be so fun to dress like that.”

Although the intention behind these questions and remarks may appear harmless on the surface, they are often over-simplistic and perpetuate stereotypes about nationality, language, or culture. Check out this Tedx Youth Talk about microaggressions.

Students are quick to emulate the behaviors and norms established by their teacher, so educators must model awareness and understanding. This approach is crucial in reducing the occurrence of microaggressions and cultivating a more inclusive and respectful environment for all students.

Cultural Opportunities

Although we should work to avoid microaggressions and perpetuating stereotypes, it is important that these concerns do not intimidate us from seeking cultural opportunities. The reason so many stereotypes and hateful behaviors exist in the first place is due to a lack of understanding. Fundamentally, we are afraid of what we do no know. This fear can often lead to discrimination or avoidance.

What can educators do?

• Understand, reflect, include. First, educators should understand what microaggressions are and how they can manifest. Regular self-reflection and professional development can be beneficial to acknowledge and address unconscious biases. You should also attempt to use inclusive language whenever possible to avoid language that may be exclusionary or stereotypical.
• Seek cultural opportunities. Fostering a safe, welcoming environment is crucial so that students can feel encouraged to share the cultures or identities important to them. Without making assumptions or pressing students to share, simply being aware of and acknowledging significant cultural events (e.g., Dia de los Muertos, Cinco de Mayo, Hispanic Heritage Month) can go a long way toward inviting healthy, productive conversation.
• Maintain transparency with your intentions. Being transparent about intentions while recognizing the assumptive nature of microaggressive follow-ups can transform a negative interaction into a positive, growth-based interaction (e.g., “I really don’t want to single you out or assume that you represent all Latinx people, but would you be willing to share a bit more about [culturally relevant topic they mentioned]? Followed by appreciating and validating your students for their engagement.)

3. Low Expectations

A growing body of research suggests teacher expectations are strongly connected to student outcomes. Essentially, high expectations are linked with high outcomes, while low expectations are linked with low outcomes. Unfortunately, research indicates that educators hold lower expectations for Latinx students compared to white students.

What can educators do?

• Reflect on biases. Addressing the negative effects of low expectations requires self-reflection and a willingness to engage with our own biases. Take some time to understand your own biases you may have about Latinx students. Try out the Project Implicit tool from psychologists at the University of Virginia, the University of Washington, and Harvard University.
• Provide equitable expectations and equitable support. As the research suggests, you should believe in the potential of every student and communicate your high expectationsconsistently. Finally, become aware of the amount of time spent helping students of different races or ethnicities. Reflect on how you engage with different students and encourage and reinforce them consistently, regardless of prior beliefs or experiences.

By embracing these strategies and cultivating an inclusive, supportive environment, you can make a profound difference in the lives of your Latinx students. Let’s commit to creating classrooms where all students feel valued, understood, and capable of greatness.

Carlos A. Mendieta is currently a student in the University of Iowa College of Education’s Counseling Psychology Doctoral Program.

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