Dropout Prevention in Latino Middle School Students Using Emotional Literacy

Hispanic children younger than 18 years comprise 17.7% of all children in the United States. According to the National Center for Education Statistics (2003), the number of Hispanic children has been increasing faster than for White and Black children, and it is projected that more than one in five children younger than age 18 will be of Hispanic origin by 2020. Considering that Hispanic children represent growing numbers of the school-age population and will become adults who influence the future of our country, the need to analyze ways that schools can help them succeed seems urgent. The aim of this project is to review the literature on the importance of teaching emotional literacy to Latino middle school students. This will serve as part of the solution to the high level of high school dropout rates that Hispanic students experience. With respect to the relevance of dropping out to the students’ sense of belonging and social interest, this paper will include an Adlerian perspective section, highlighting the implications of promoting emotional literacy for school counselors.

Keywords: Emotional literacy, Latino/Hispanic students, dropout rates, middle school.

Rosa I. Miyashiro Matsumoto
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