Presenter(s)

• Emily Romero, PhD Graduate Student, The University of Massachusetts Boston
• Rayaan Ali, University of Massachusetts Boston
• Lindsay Fallon, Associate Professor, University of Massachusetts Boston

Abstract

The purpose of this poster is to present findings from a systematic review examining what social-emotional interventions for culturally and linguistically diverse (CLD) Latinx newcomer students have been studied in the literature. Specifically, the review addresses two research questions: (1) What social-emotional interventions for Latinx newcomer students exist? and (2) What are the features of these interventions? Specifically, what are the adaptations made to be responsive to Latinx culture, who delivers the intervention, what are the dosage and frequency of intervention delivery, what outcomes are measured, and what evidence of effectiveness are used in studies located? This poster highlights the importance of targeted social-emotional interventions in supporting Latinx newcomer students and presents key findings, recommendations, and implications for school-based practice. Some outcomes of these interventions have included increased school engagement, improved social-emotional knowledge, and reduced trauma symptoms among Latinx newcomer students.