Children and youth in foster care experience poor K-12 educational outcomes compared to their peers without foster care histories. Child welfare and school professionals hold shared responsibility for ensuring their educational well-being based on federal policies and role expectations. However, professionals often experience challenges in effectively collaborating with one another to support the educational of children and youth in foster care. Guided by ecological systems and critical theory, this mixed methods explanatory sequential design explored the facilitators and barriers that child welfare professionals, school professionals, and professional caregivers viewed as promoting and hindering effective interprofessional collaboration between child welfare and school professionals. The quantitative phase involved the analysis of surveys (N = 136) collected from child welfare professionals, school professionals, and professional caregivers in an urban county in the Southwest. In the qualitative phase, interviews and focus groups were conducted with a subsample of survey participants (N = 22). Facilitators of interprofessional collaboration included: centering the best interests of the child, opportunities and capacity to meaningfully engage, effective communication, positive and trusting relationships, being knowledgeable about the child, policies, roles, and systems, and empathy towards other professionals. Barriers of interprofessional collaboration included: competing priorities or agendas, unmanageable workloads and limited time, little to no timely communication, weak ties and mistrust, limited knowledge about the child, policies, roles, and systems, and biases towards professional caregivers and other professionals. The overall findings have multiple implications for social work practice, policy, research, and education to enhance collaboration between professionals to better serve children and youth in foster care.

The United States has historically been perceived as a “nation of immigrants'' dueto its eclectic racial and ethnic make-up. Nonetheless, the nation’s relationship and attitudes towards immigrants have been predominantly negative, especially with Latinx immigrants. The criminalization of Latinx immigration has led to an array of poor psychosocial outcomes for those who arrive and remain within the United States. Numerous studies have found a significant positive relationship between discrimination and elevated rates of depression, anxiety, and stress among Latinx immigrants. Seeing that Latinxs are projected to become 25% of the U.S. population by 2060, there is an urgent need for the development of culturally-affirming interventions grounded on protective factors unique to this population. This study sought to expand on the current literature surrounding the relationship between discrimination and poor mental health outcomes in Latinx immigrants, by determining whether hope and optimism serve as protective factors. Findings from a multi-step linear regression analysis showed that hope and optimism do have a significant moderation effect on Latinx mental health outcomes. Nonetheless, results varied by gender and mental health construct between depression, anxiety, and stress. The findings from this study provide an additional antidote for ameliorating the pernicious effects of discrimination concerning this cultural group. Recommendations informed by these findings are made for social work practice, policy reform, and research.