{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,29]],"date-time":"2026-08-29T10:18:01Z","timestamp":1787998681353,"version":"build-2784847793"},"reference-count":77,"publisher":"Oxford University Press (OUP)","issue":"5","license":[{"start":{"date-parts":[[2026,8,13]],"date-time":"2026-08-13T00:00:00Z","timestamp":1786579200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"funder":[{"name":"Racial Equity Special Research Grant"},{"DOI":"10.13039\/100001348","name":"Spencer Foundation","doi-asserted-by":"publisher","award":["#202100291"],"award-info":[{"award-number":["#202100291"]}],"id":[{"id":"10.13039\/100001348","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,8,29]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>The COVID-19 pandemic and the 2020 racial awakening posed challenges to adolescents\u2019 academic functioning. Culturally relevant school supports are one potential source of resilience in the dual pandemic. This study examined whether heterogeneous culturally relevant school support profiles buffered declining grade point average (GPA) trajectories from 2019 to 2021 among sixth- and ninth-grade students in the U.S. Southwest (N = 717; Mage = 13.7; 49.9% girls; 31.8% Hispanic\/Latinx, 31.5% Multiethnic, 25.7% White, 11.1% Black\/African American, Asian American, American Indian, or AMENA). Ninth-grade students experiencing high general, moderate cultural, &amp; critical support or low general, devoid cultural, &amp; critical support had significantly better GPA trajectories than those experiencing moderate general &amp; cultural, devoid critical support. Among sixth-grade students, no differences emerged. Discussion of these complex patterns focuses on implications for academic resilience after the dual pandemic.<\/jats:p>","DOI":"10.1093\/chidev\/aacag158","type":"journal-article","created":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T12:03:30Z","timestamp":1785585810000},"page":"1638-1653","source":"Crossref","is-referenced-by-count":0,"title":["Culturally relevant school support profiles are associated with academic achievement trajectories post-COVID dual pandemic onset"],"prefix":"10.1093","volume":"97","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8338-5820","authenticated-orcid":false,"given":"Maciel M","family":"Hern\u00e1ndez","sequence":"first","affiliation":[{"name":"Department of Human Ecology, University of California , Davis ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9967-9791","authenticated-orcid":false,"given":"Kristia A","family":"Wantchekon","sequence":"additional","affiliation":[{"name":"Department of Psychology, Georgetown University , Washington DC ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7327-0250","authenticated-orcid":false,"given":"Olga","family":"Kornienko","sequence":"additional","affiliation":[{"name":"Department of Psychology, George Mason University , Fairfax ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Caroline","family":"Toth","sequence":"additional","affiliation":[{"name":"Department of Psychology, George Mason University , Fairfax ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9682-6349","authenticated-orcid":false,"given":"Esther","family":"Burson","sequence":"additional","affiliation":[{"name":"Department of Psychology, Smith College , Northampton ,","place":["United 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