Publication Date

2023

Document Type

Dissertation/Thesis

First Advisor

Fickling, Melissa

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Counseling and Higher Education (CAHE)

Abstract

Many young undocumented students are experiencing mental health issues in K-12 schools. Researchers have found a myriad of psychological stressors that add to the complexity of being an undocumented student in the United States. Educators have noted an increased concern in undocumented students expressing concerns of fears at school, acculturation stress, migratory stress, heightened reports of depression, increased anxiety, and a proclivity towards emotional and behavioral problems. There is limited research that reviews mental health supports in schools for undocumented students that includes the voices of school counselors and undocumented students in a transformative paradigm. This study seeks to inform school counselors, counselor educators, school administrators, undocumented students, and their families about mental health supports that have been utilized during a national pandemic. The study predicted that the perceived school counselor's multicultural competency when working with undocumented students aligns with Multitiered Systems of Support’s development factors. It further outlines the themes of culturally sensitive MTSS practices; educator tools and advocacy; academic resiliency and intersectional identity; along with school adjustment barriers that undocumented students encounter.

Extent

148 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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