Connecting the dots: Examining stressful life events, campus climate, and school engagement on academic achievement and psychological distress in a predominantly Latine sample.

Historically marginalized adolescents experience environmental stressors that contribute to psychological distress and compromised academic outcomes. Prior research highlights the role of a positive school climate and school engagement in promoting both academic achievement and psychological well-being. Building on this work, we propose school engagement may mediate relationships between stressful life events (SLEs) and campus climate on academic achievement and psychological distress. In a sample of 293 historically marginalized adolescents (81.2% Latine), path analyses showed mediation between campus climate, SLEs, and psychological distress via school engagement. Additionally, school engagement partially mediated the link between SLEs and academic achievement. Multiple regression analyses revealed school-related challenges were associated with lower school engagement, more psychological distress, and lower academic achievement. These findings highlight the critical role of school engagement in shaping both academic and psychological outcomes. Implications for equity-focused initiatives are discussed.