This book focuses on the impact of COVID-19 on Latino/a/e/x students, families, and communities across the educational continuum to better understand the challenges faced by them.

The COVID-19 pandemic has revealed the gross inequities that exist for Latino students with respect to access to quality technology, highly qualified and culturally competent teachers, bilingual or multilingual information for parents, and printed materials and support for students and their parents as they move to online formats. This book documents the multifaceted impact on Latino students and their families as they attempted to navigate educational spaces. It offers important insights into interventions and responsive policy to ensure Latino students are afforded equitable solutions and educational opportunities, institutions, and systems, by focusing on the following:

(1) How are Latino students, parents, and communities responding to the demands of education while balancing the adverse effect of COVID-19 on their families and community?

(2) How are IHEs responding to the needs of their diverse students? Are they providing broader supports to their first-generation, low-income, or immigrant students?

(3) What role does education policy have in ensuring broader Latinx access and opportunity and ultimately impacting a rebound strategy at the local, state, and national level?

As Latino students are more likely to be first-generation students or the children of immigrants in many states, it is critical for public education systems to provide academic infrastructure that is asset based, culturally and resource responsive, and committed to equity.

This unique publication, which first appeared as a special issue of the Journal of Latinos and Education, provides an important account of the varied experiences of Latino students at all levels across the educational continuum during the COVID-19 pandemic.