Abstract

Political, social, and economic implications related to poor outcomes for undocumented Latino children in the United States highlight an issue of social justice that should be addressed. A current lack of research related to this population promotes uncertainty in understanding how documentation status, reduced access to public resources, and poor educational performance impact the social-emotional well being of these children. For example, in 2005 Latinos were the largest minority group and had the highest high school dropout rate of any other groups in the United States. Despite dismal educational outcomes, reliable and valid data pertaining to this group is difficult to collect due to fears of confidentiality and deportation among the undocumented Latino population. However, public school environments emerge as potential sites for future research because of educational safeguards that allow undocumented children the right to attend school. A study conducted by this researcher in 2007 in an urban middle school in Kansas with recently immigrated Latino students attempted to address these issues. Information regarding the study design, ethical considerations, and barriers to implementation will be shared. As intense public scrutiny and dismal outcomes for undocumented Latino children continue to grow, developing a better understanding of their social-emotional well being is critical in creating positive interventions and ameliorating this significant social justice issue.