Ph.D. (Doctor of Philosophy)
Department of Counseling and Higher Education (CAHE)
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.
Camacho, Oliver, "Undocumented Students’ Voice, MTSS, and School Counselors’ Mental Health advocacy: a Transformative Mixed Methods Study" (2023). Graduate Research Theses & Dissertations. 7303.
Northern Illinois University
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