The Impact of Violence Exposure and Posttraumatic Stress on the Academic Functioning of Latine Middle School Students: The Moderating Role of Language Use.

Latine youth are at an increased risk of exposure to stress and trauma, and face significant educational inequities and cultural stressors. Thus, the current cross-sectional survey examined the role of acculturation based on language use as a moderator in the relationship between traumatic stress and academic functioning among immigrant and U.S. born Latine youth in one community middle school (N = 130). We examined language use as a moderator in the relationship between violence exposure and academic outcomes, as well as between PTSD symptoms and academic outcomes. Analyses revealed that students who reported higher levels of Spanish language use, and higher levels of violence exposure, had significantly lower GPAs. Additionally, we found that students who spoke less Spanish, and who had higher PTSD symptoms, had a lower GPA. Present findings highlight the importance of and link between mental health, cultural-linguistic factors, and academic performance in Latine youth. Particularly, self-reported Spanish language use appears to be both a buffering and risk factor as related to the academic achievement of Latine middle school students in the U.S. However, there is a need to further explore these pathways and linkages, particularly for Latine youth, who are disadvantaged by higher exposure to stressors and by multiple inequities in education. By investing in policies and practices that affirm Latine students' cultural and linguistic strengths while addressing their unique challenges, we can foster environments where they thrive academically, emotionally, and socially.