Presenter(s)

• Chandler Borel, University of Georgia
• Mihyun Kim
• Nancy Resendiz Chavez, University of Georgia

Abstract

This study examined the relationship between immigrant status, social support, mental health, and academic performance among postsecondary students. Findings suggest that first-generation immigrant students may benefit from targeted support programs due to lower social support and potential mental health concerns. School psychologists can play a crucial role in developing culturally responsive interventions to address the unique needs of this population. Understanding these relationships can inform comprehensive support systems within educational institutions to promote academic success and well-being among immigrant students.