The Relationship Between Immigration and Academic Achievement in Hispanic Children

Authors

Jasmine SelphFollow

Abstract

This literature review explores the relationship between immigration and academic achievement among Hispanic immigrant children in the United States, focusing on the impacts of immigration trauma and poverty. With immigration levels reaching record highs, Hispanic immigrant children face unique challenges that significantly influence their educational outcomes. Research highlights the profound effects of immigration trauma, including familial separation, violence, and insecurity, which manifest in physical, emotional, and cognitive difficulties that hinder academic performance. Additionally, poverty compounds these challenges, creating barriers to educational success through limited resources, language acquisition difficulties, and intergenerational cycles of disadvantage. The review also examines the roles of administrators, teachers, and peers in mitigating these challenges. Effective strategies include training educators to recognize and address the effects of trauma, fostering strong student-teacher relationships, and promoting peer support to ease social and academic transitions. While existing studies provide valuable insights, gaps remain in understanding how the unique strengths of immigrant children—such as bilingualism and cultural adaptability—can be leveraged to enhance academic achievement. This review emphasizes the need for further research and systemic approaches to better support the educational success of Hispanic immigrant children.

Recommended Citation

Selph, Jasmine (2025) "The Relationship Between Immigration and Academic Achievement in Hispanic Children," Family Perspectives: Vol. 7: Iss. 1, Article 5.
Available at: https://scholarsarchive.byu.edu/familyperspectives/vol7/iss1/5