The Needs and Joys of our (Im)migrant* Students, Families and Community Partners: Exploring and Expanding our School Mental Health Practice Session 2: Fronterismo - Supporting Transborder School Mental Health

Original Broadcast Date: May 17, 2021

In "Fronterismo - Supporting Transborder School Mental Health," the second installment of The Needs and Joys of our (Im)migrant Students, Families, and Community Partners: Exploring and Expanding our School Mental Health Practice, a special three-part series focused on (im)migrant student mental health, we:


  • Deepened our understanding and awareness of the unique gifts, strengths, and challenges students with (im)migration stories hold
  • Explored practical strategies to apply and deepen our work
  • Examined the What and How - what are the issues and how do we then take the what and impact our school mental health practice?


The number of transborder students - students that regularly cross land borders to access an education in the United States - is difficult to capture, but with 1,954 miles of borderland between the United States and Mexico, this number is easily in the thousands. Transborder students, like immigrant children, often live in the shadows. Their lives are complex, and navigating some of the busiest ports of entry in the world while balancing not being seen and at at the same time being successful in school, can be tolling. This webinar addressed common school mental health challengges and celebrations of immigrant, mixed status, and transborder students. Together, we explored how to develop environments in schools that are trauma sensitive and reinforce sustainable systems of support via a cultural lens of the transborder and immigrant experience, while taking into consideration the challenges that have been exacerbated through COVID-19 and distance learning.


To deepen our awareness about (im)migrant student experiences, we:

  1. Became more familiar with transborder student experiences
  2. Explored the policies that impact our student population and the resources available to support us
  3. Gained practical information that might increase confidence to provide support to transborder students and their families (including how MTSS might be adapted to border considerations).




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