VULNERABLE

POPULATIONS:
IMMIGRANTS
BY: M A R I S A M A D R I D
H E D X 2 3 0 1 X I N T R O T O H E A LT H E D : K - 1 2
WHAT IS A VULNERABLE AND
AT-RISK POPULATION?

• Children, youth, students, and schools that are most

vulnerable or at risk of inequalities in access, service use, and
outcomes
• Can be defined by:
– Race or ethnicity
– Sex or gender
– Foster youth
– English language learners
– Youth who are lesbian, bisexual, gay, transgender, or
questioning
– Disconnected youth
– Families that are homeless or in transition
– Youth at risk for sexual exploitation
UNDERSTANDING IMMIGRANTS

Migrant populations Education levels and

From different regions of the world occupations
Illiterate manual laborer to the high-
Represent many cultures skill professional
Speak different languages
Different legal status
Various reasons for migrating
THE MENTAL HEALTH OF
IMMIGRANTS
• Mental health needs of immigrant students
are frequently unidentified
– limited access to mental health care
• Viewed as uninterested or unwilling to learn
– Fall behind in academics
– Fade into the background
• Attitudes toward mental health in cultures
differ from the mainstream U.S. approach.
– Attach a stigma to mental health issues and
view as a mental illness
 Understand the Acknowledge the multiple and

ESTABLISHING Stages of an
chronic stressors 
Expect that families and individuals

AN EFFECTIVE
will experience multiple changes
Immigrant’s Journey Changes may hinder learning

APPROACH TO With the support of timely and

detailed evaluation and performance
A Collaborative
IMMIGRANTS
feedback
Monitor and adjust programs
Effort Track effectiveness of strategies and
activities

Educate Immigrant Emotional and behavioral concerns

Inform about services for emotional
Communities and behavioral issues
THE STRATEGIES

• Build relationships with families

– Key to improving the mental health and academic
success
• Help families adjust to their new life
• Parents and families will open up
• Creates a caring community
• Break down the stigma
– will do whatever it takes to help students succeed
– Families can make a difference in their child's
success when they are actively engaged as
partners
 • Recognize the trauma and stress of the entire family
– Working with the parents, the programs are improving
the mental health of the whole family
– Families are coping with:
• Life in a new country
• New language
THE STRATEGIES • Different cultural expectations
• Work with community, cultural, and religious leaders
– Many differences in ethnic groups based on their
experiences and cultural norms