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Abstract Current approaches to supporting students in the transition to elementary school fail to meet the needs of Latinx immigrant children and their families in the United States. Typical approaches place the responsibility on families to help their children adapt to the expectations of their teacher, classroom, and school without recognizing the specific barriers to participation faced by Latinx immigrant parents. In this article, we describe these barriers and consider the ways community‐based practice can support and prioritize co‐constructed partnerships among teachers, schools, parents, and communities.
Palacios et al. (Fri,) studied this question.