The Latino population in the United States is increasing rapidly, and Latino youth comprise a significant proportion of the overall school-age population. Latino youth, however, demonstrate lower levels of academic achievement. Research also indicates Latino youth consistently report higher levels of depressive symptoms. We examined the relation between academic achievement and depressive symptoms in Latino youth. We additionally investigated the potential mediating role of academic selfefficacy and goal-orientation as well as the moderating role of acculturative stress. Participants included 133 Latino students enrolled in fifth through seventh grade at an urban public elementary school. Students responded to items about their depressive symptoms, academic self-efficacy, academic orientation, and acculturative stress. Both indicators of academic performance were significantly correlated with depressive symptoms (report card grades r = -.26, p \ .01; standardized test scores r = -.21, p \ .05). As predicted, academic self-efficacy and a performanceavoidance orientation mediated this relationship. Although acculturative stress did not moderate the relationship between achievement and depression, hierarchical regression models revealed that this cultural/contextual variable combined with academic factors to account for 28-32% of the variance in depressive symptoms. We discuss the implications of these findings for clinical intervention and the education system within the US.

Problem behaviors in preschool‐aged children negatively affect teacher‐child relationships and children's skill development. In this clinical replication of an initial study, we implemented Teacher–Child Interaction Training (TCIT), a teacher‐delivered, universal intervention designed for early childhood settings. The initial study evaluated the TCIT program in a sample of 4‐ to 5‐year‐old children, whereas the current study focused on 2‐ to 3‐year‐old children. Teacher ratings of children's behavior indicated a significant main effect for time on children's protective factor scores, but not on behavioral concerns. However, for children whose ratings fell in the below‐average range at baseline, significant large effect sizes were obtained for changes over time for both protective factors and behavioral concerns. Higher levels of teacher skill change were significantly associated with overall higher protective factor scores, as well as lower behavioral concern scores for children when baseline levels of behavioral concerns were high. Results provide further support for the effectiveness of TCIT as a universal intervention designed to improve children's behaviors through targeted improvements in teachers’ relationship‐building skills and classroom management strategies.

Parental involvement in school-related tasks is associated with a number of positive outcomes across ethnic groups. However, a growing literature suggests that unique forms of involvement and barriers exist among linguistic minority Latino families. The Parental Schoolwork Support Measure-Youth (PSSM-Y) is introduced in this study along with the psychometric properties found with a sample of 133 Latino youth in Grades 5 through 7 from a public school in a low-income urban neighborhood. Exploratory factor analyses indicated the presence of three factors called direct support, language and support, and indirect support, which together accounted for 66.3% of the common variance in the 16-item version. Strong internal consistency and test-retest coefficients were found for the PSSM-Y in this sample. In addition, schoolwork support was correlated with youth depression, economic pressure, loneliness, and familism in the expected directions. The findings are discussed in terms of the potential utility of this measure for future school-based studies of Latino students and youth of immigrant backgrounds in the United States.

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