Culturally Responsive Social-Emotional Learning (SEL) and School Mental Health
Dr. Sara Castro-Olivo’s research centers on culturally responsive SEL to promote the well-being and academic success of culturally and linguistically diverse (CLD) students. Her work bridges research and practice through school-based interventions, educator training, and collaborative partnerships with districts and communities.
Research Projects
I have extensive experience in research focused on culturally responsive social-emotional learning (SEL), mental health, and educational equity for culturally and linguistically diverse students. As a Principal Investigator, I have led studies exploring the experiences of Black parents navigating the special education system, as well as projects supporting the social-emotional and academic needs of Latinx newcomer students. Additionally, I have served as a research advisor on initiatives examining how teachers’ social-emotional competencies impact burnout and retention. Across all these studies, my goal has been to develop culturally adapted interventions and practices that promote mental health, academic success, and a sense of belonging for students and families from diverse backgrounds
Articles
The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample
This study explores how acculturative stress and mental health challenges impact academic performance among Latino middle school students in California. Findings reveal a significant link between stress, mental health symptoms, and lower academic achievement, highlighting the urgent need for culturally responsive interventions in schools serving diverse populations
Development and Validation of the Coping With Acculturative Stress in American Schools (CASAS-A) Scale
This study introduces and validates the CASAS-A scale, designed to assess acculturative stress among Latino middle school students in the United States. Using a sample of 148 students, the research evaluates the scale’s reliability, factor structure, and correlations with mental health, ethnic identity, and school belonging. Results show that CASAS-A is a reliable tool for identifying students at risk of social-emotional difficulties due to acculturative stress, particularly English Language Learners (ELLs). The study highlights the importance of culturally responsive interventions in schools to address the unique challenges faced by these students.
Acculturation and Sociocultural Factors in Children’s Mental Health Services: Applying Multicultural Consultation Frameworks
This article explores how acculturation and sociocultural factors influence children’s mental health services in the United States. It highlights the multicultural consultation framework as a critical tool for addressing cultural and linguistic diversity in schools and clinical settings. The authors emphasize the need for culturally responsive mental health practices to bridge gaps in service utilization among immigrant families and to support positive social-emotional and academic outcomes for children from diverse cultural backgrounds.
Dr. Sara Castro-Olivo 