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

Objective: Latine youth are at an increased risk of exposure to stress and trauma, and face significant educational inequities. Thus, the current cross-sectional investigation 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).Methods: 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.Results: 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 reported speaking less Spanish, and who had higher PTSD symptoms, had a lower GPA. Conclusion: Present findings highlight the importance of and link between mental health, cultural factors, and academic performance in youth. 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 access to education and healthcare.