# Language proficiency and academic achievement in rural and agricultural Latine youth: A mixed methods approach

## TL;DR

This study explores how language skills, behavior, and thinking abilities affect the academic success of rural Latine immigrant youth in the Midwest.

## Contribution

The study uniquely combines quantitative and qualitative methods to reveal how language barriers and behavioral challenges impact academic performance in rural Latine youth.

## Key findings

- Higher behavioral difficulties correlate with lower academic outcomes in rural Latine youth.
- Executive functioning is a key predictor of academic success in this population.
- Behavioral challenges often result from adapting to language barriers and social exclusion.

## Abstract

This study investigates the influence of executive functioning, language proficiency, and behavioral–emotional challenges on the academic performance of rural immigrant Latine youth in the Midwest. Using a convergent mixed methods design, we integrated quantitative analyses (N = 178) of academic indicators (GPA, Math, and ELA scores) with qualitative interviews (n = 47) that examined students' lived experiences. Higher behavioral difficulties were associated with lower academic outcomes, while executive functioning predicted academic success. Qualitative findings revealed that behavioral challenges often stemmed from adaptive responses to language barriers, academic stress and social exclusion. These patterns suggest that the cognitive load of second‐language acquisition influences student engagement in ways not fully captured by standardized assessments. Results highlight the importance of culturally responsive interventions that support bilingual instruction, executive functioning, and mental health to promote resilience among Latine ELL students.