Summary: <br> Last week I talked a high school principal who told me she has already referred more students than normal to therapists and counselors for social emotional supports for this time of year. <br> <br> <br> <br> <br> <br> <br> <br> I imagine you are more aware than ever the anxiety surrounding the start of school for so many families. In addition, you have the added stress of trying reach families who may not be reaching back to you or who may be struggling with protocols or distance learning because of unknown barriers. For instance, how are you reaching out to families whose language or cultural situations may create additional barriers to doing school during a pandemic? <br> <br> <br> <br> This week, I want to share a conversation with one of three authors who recently published the brief, <a href="https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Brief_9.pdf">Supports for Students in Immigrant Families</a>.<br> <br> <br> <br> Together we talk about the factors influencing education opportunities for children in immigrant families, what schools should be doing to serve them, and what practices school leaders should be avoiding. <br> <br> <br> <br> Meet Carolyn Sattin-Bajaj<br> <br> <br> <br> <br> <br> <br> <br> Carolyn Sattin-Bajaj is an Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Her research focuses on issues of educational access and equity for immigrant-origin students. Her work includes studies of school choice policies, the educational impacts of immigration enforcement, and school leaders’ responses to xenophobia and racism in schools.<br> <br> <br> <br> Carolyn is author of Unaccompanied Minors: Immigrant Youth, School Choice, and the Pursuit of Equity, Matching Students to Opportunity: Expanding College Choice, Access and Quality (co-editor), Blueprint for School System Transformation: A Vision for Comprehensive Reform in Milwaukee and Beyond (co-editor) and Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era (co-editor). She earned a Ph.D. and M.A. in international education from New York University. Prior to earning her doctorate, Carolyn worked on secondary school reform at the New York City Department of Education.<br> <br> <br> <br> Supporting Students from Immigrant Families:<br> <br> <br> <br> You can listen to the entire podcast episode for more helpful explanations and additional content. Below is a short summary of our conversation:<br> <br> <br> <br> WDP: Welcome to Principal Matters. Fill in the gaps on that intro and tell us something else that may surprise listeners to know about you.<br> <br> <br> <br> Carolyn: I’m originally from Connecticut, now living in California. In 2018-2019, I lived in Sydney and interviewed school leaders in New South Wales about ways they are dealing with racism. <br> <br> <br> <br> WDP: What prompted you and other researchers to publish <a href="https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Brief_9.pdf">Supports for Students in Immigrant Families</a>? <br> <br> <br> <br> Carolyn: This brief is part of a series of briefs being released by the <a href="https://www.annenberginstitute.org">Annenberg Institute at Brown University</a>, partnering with <a href="https://results4america.org">Results for America</a> as part of a larger initiative called <a href="https://annenberg.brown.edu/recovery">EdResearch for Recovery</a>. It started by reaching out to educators to find out what they were thinking about and asking where they needed help when planning for the re-opening of schools. Supports for immigrant students was one of the buckets of concerns that came up, so I was invited to work on a brief for supports for students in immigrant families along with Veronica Boix-Mansilla and...
