High rates of trauma exposure can impede school functioning, which is predictive of many negative long-term outcomes. This study examined school functioning in Latinx children with clinically elevated levels of posttraumatic stress symptoms. We found that child gender, parent language use, and parent school involvement were associated with school functioning in complex ways. Interactive effects revealed that the association between parent school involvement and child school functioning depended on parent language use. Greater parent school involvement was linked with better school functioning when parents spoke more English, but parent school involvement did not improve school functioning when parents spoke more Spanish, which may reflect Spanish-speaking parents’ challenges engaging with schools. These findings have important implications for improving academic outcomes for trauma-exposed Latinx youth.

创伤暴露的高比率会阻碍学校运作，这预示着许多负面的长期结果。这项研究检查了拉丁裔儿童的学校功能，这些儿童的临床创伤后应激症状水平升高。我们发现儿童性别、家长语言使用和家长学校参与以复杂的方式与学校运作相关。互动效应表明，家长学校参与与孩子学校功能之间的关联取决于家长语言的使用。当父母说更多英语时，更多的家长学校参与与更好的学校运作有关，但是当父母说更多西班牙语时，家长学校的参与并没有改善学校运作，这可能反映了说西班牙语的父母在与学校接触时面临的挑战。