Bridging the language divide: Supporting the mental health of Spanish-speaking youth in Colorado schools

Despite schools’ critical role in suicide prevention, little is known about how schools meet the mental health needs of culturally and linguistically diverse (CLD) youth and families. To address this research gap, we draw on data from a community-engaged mixed-methods study in Colorado, USA. Data include 281 interviews with school staff, families, and youth; 36 months of ethnographic observations; a staff survey (N=563); and document analysis across eight schools in a predominantly English-speaking school district. We examine (1) how school staff perceive their own and their schools’ ability to meet the mental health needs of Spanish speakers; (2) how Spanish-speaking students and families experience schools’ attempts at mental health support; and (3), using data from one school that outperformed the others, how schools may bridge support gaps. We find that staff generally reported gaps in access to mental health supports for Spanish-speaking students and families, despite recognizing a serious need to support CLD students. Interviews with Spanish-speaking youth and families affirmed this finding, noting that gaps created communication barriers and isolation. Still, one school appeared to reduce these gaps by strategically hiring and placing bilingual staff in key positions. Collectively, these findings suggest that schools may struggle to meet the mental health needs of CLD youth; however, strategically placing bilingual staff in key positions may mitigate these gaps. This study contributes to the literature on effective school suicide prevention for diverse sociodemographic groups and to the literature on the mental health of CLD youth.