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Utilizing a quasi-experimental design, the study compared the outcomes of LIP participants with individuals receiving usual care (UC) over a 12-month period. Results included a statistically significant group-by-time interaction on academic performance, indicating that the LIP group's grades improved over time while the UC group's grades declined. Though LIP was not significantly associated with school functioning, the direction of the estimated impact of LIP was positive, with a medium effect size. Combined with prior research, these results highlight the potential benefits of culturally responsive, community-based interventions like LIP in addressing both educational and mental health needs among Latina adolescents at high risk of suicide. 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