Abstract
This study investigates the influence of executive functioning, language proficiency, and behavioral–emotional challenges on the academic performance of rural immigrant Latine youth in the Midwest. Using a convergent mixed methods design, we integrated quantitative analyses (N = 178) of academic indicators (GPA, Math, and ELA scores) with qualitative interviews (n = 47) that examined students’ lived experiences. Higher behavioral difficulties were associated with lower academic outcomes, while executive functioning predicted academic success. Qualitative findings revealed that behavioral challenges often stemmed from adaptive responses to language barriers, academic stress and social exclusion. These patterns suggest that the cognitive load of second-language acquisition influences student engagement in ways not fully captured by standardized assessments. Results highlight the importance of culturally responsive interventions that support bilingual instruction, executive functioning, and mental health to promote resilience among Latine ELL students.