COVID-19’s impact on Latinx students: What education leaders need to know.

By Guadalupe Díaz Lara, Lisa M. López, R. Gabriela Barajas-Gonzalez and Cynthia Garcia Coll
Categories: English learners, Equity, Leadership
December 2021
Latinx children and their families have been hit particularly hard by the COVID-19 pandemic, which has brought long-standing economic, health, and educational disparities to the forefront (López, Barajas-Gonzales et al., 2020). Even before the pandemic, systemic racial and social inequities meant that Latinx students had less access to high-quality instruction and teaching than white students, were tracked into less rigorous courses, were met with lower expectations, and ultimately experienced opportunity gaps that hindered educational and economic development (U.S. Department of Education, 2021). The pandemic exacerbated these patterns (Fortuna et al., 2020). Teaching and learning don’t happen in a vacuum — school leaders must be cognizant of these needs and take steps to address them. Research suggests that school leaders should start by prioritizing professional learning

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For a detailed review of the research described in this article, see Addressing Inequities in Education: Considerations for Latinx Children and Youth in the Era of COVID-19, written by the authors for the Society for Research in Child Development’s special Statement of the Evidence on the impact of COVD-19.


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Guadalupe Díaz Lara ( is an assistant professor at California State University, Fullerton.

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Lisa M. López ( is a professor at the University of South Florida.

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R. Gabriela Barajas-Gonzalez ( is an assistant professor at New York University School of Medicine.

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Cynthia Garcia Coll ( is an adjunct professor in the Department of Pediatrics, University of Puerto Rico, Medical Science Campus, and Charles Pitts Robinson and John Palmer Barstow Professor Emerita at Brown University.

Categories: English learners, Equity, Leadership

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