# Connecting the dots: Examining stressful life events, campus climate, and school engagement on academic achievement and psychological distress in a predominantly Latine sample

## TL;DR

This study explores how stressful life events and school environment affect academic success and mental health in a mostly Latine group of students.

## Contribution

The study introduces school engagement as a key mediator linking campus climate and stress to academic and psychological outcomes.

## Key findings

- School engagement partially mediates the relationship between stressful life events and academic achievement.
- Positive campus climate is linked to higher school engagement and lower psychological distress.
- School-related challenges are associated with reduced school engagement and worse academic and psychological outcomes.

## Abstract

Historically marginalized adolescents experience environmental stressors that contribute to psychological distress and compromised academic outcomes. Prior research highlights the role of a positive school climate and school engagement in promoting both academic achievement and psychological well‐being. Building on this work, we propose school engagement may mediate relationships between stressful life events (SLEs) and campus climate on academic achievement and psychological distress. In a sample of 293 historically marginalized adolescents (81.2% Latine), path analyses showed mediation between campus climate, SLEs, and psychological distress via school engagement. Additionally, school engagement partially mediated the link between SLEs and academic achievement. Multiple regression analyses revealed school‐related challenges were associated with lower school engagement, more psychological distress, and lower academic achievement. These findings highlight the critical role of school engagement in shaping both academic and psychological outcomes. Implications for equity‐focused initiatives are discussed.