January 20, 2026
Using disaggregated data, new research reflects students’ lived experiences, mental health needs and educational outcomes in Washington.
For many years, Asian/Asian American (A/AA) and Native Hawaiian and Pacific Islander (NHPI) student data in Washington have been grouped together, which has made it difficult to understand the challenges faced by students within these diverse communities. This aggregated data has masked both the cultural strengths of these students and the barriers that impact their academic success, including differences in family responsibilities, community support, mental and physical health needs, and whether students learn better from educators who share their backgrounds.
In a report commissioned by the WA Governor’s Office, University of Washington researchers Max Halvorson, Santino Camacho and Jenn Nguyễn spent two years studying A/AA and NHPI K-12 student experiences and outcomes to better understand these differences. In collaboration with Washington State Commission on Asian Pacific American Affairs and local educators and leaders from the A/AA and NHPI communities, they created two distinct reports: one focused on Native Hawaiian and Pacific Islander (NHPI) students experiences and another on Asian and Asian American (A/AA) students experiences. This work was undertaken with strong partnerships from AA and NHPI education leaders and community-serving organizations including the Pacific Islander Community Association of Washington (PICA-WA) and UTOPIA Washington. The project team worked closely with a community advisory board who took an active hand in designing the study and interpreting data, and the reports were focused on uplifting community voices.
Michael Spencer, dean of the UW School of Social Work, recently served as director of Native Hawaiian, Pacific Islander, and Oceanic Affairs at the Indigenous Wellness Research Institute, and is the first Native Hawaiian dean at the UW. He contributed to both reports as a senior author. “I am native to this country and a child of immigrants. Growing up, I would always check ‘Other’ because my full identity wasn’t represented, and you could only choose one – since needs and stories vary, separation of data is essential, and one of the strengths of our data is that it was disaggregated,” says Spencer.
Evidence-based recommendations
The full reports — Stories of Educational Wayfinding, co-authored by Camacho and Halvorson, and Centering Asian Diasporic Voices and Shaping Policy, co-authored by Nguyễn and Halvorson — are based on disaggregated data to better understand where and why gaps exist. Recommendations from the reports include:
- Collecting and analyzing educational data for A/AA and NHPI communities separately and by specific ethnic group.
- Increasing cultural and language programs in Washington schools, including dual-language support and stronger family engagement.
- Hiring more NHPI and A/AA educators to improve educator representation and provide students with role models within their communities in their schools.
- Expanding culturally appropriate wellness and mental health services for A/AA and NHPI students.
- Improving disability support that incorporates cultural understanding.
Findings for Native Hawaiian and Pacific Islander students
Camacho, a Chamoru Ph.D. candidate at the UW School of Social Work, and Halvorson, a Kanaka Maoli research scientist at the Social Development Research group, found that NHPI students, the fastest-growing racial or ethnic group in the state, often face early academic challenges. Only one in three NHPI learners begins kindergarten with the skills needed to succeed right away.
The challenges continue into high school and beyond. NHPI students have a 6% lower graduation rate, and fewer complete two- or four-year degrees compared to their classmates. Regarding these outcomes, Camacho commented on the need for increased visibility for NHPI students’ needs.
“Our students have dreams of becoming nurses, teachers and truly want to give back to their families and communities. I hope that audiences both see solutions in our students’ and their educators’ dreams for their futures beyond K-12 education.” – Santino Camacho
Findings for Asian and Asian American students
Nguyễn, a Vietnamese-Cambodian Ph.D. candidate at the UW College of Education, and Halvorson found that treating A/AA students as a single group oversimplifies their experiences. Students come from over 50 countries, speak many languages, and have different immigration histories, meaning their needs can vary significantly.
For example, multilingual learners struggled more than students who speak only English, showing the need for support that reflects students’ language experiences. The report also found fewer Asian and Asian American educators compared to other groups in Washington, another gap that affects students.
“Having these as distinct reports, while also holding them in solidarity with one another, is vital for sustaining the work and conversations across the broader Asian and Pacific diasporas. Elevating NHPI voices is especially critical, as they are too often erased when data is combined.” – Jenn Nguyễn
Mental health concerns
Both reports highlight serious mental health challenges, often overlooked due to cultural stigma or lack of data. Among NHPI youth surveyed, about 20% reported suicidal thoughts in the past year, with Trans and Queer NHPI youth experiencing suicide-related risk twice as high as their peers. Among A/AA youth, 35% of Southeast Asian students reported depression, 33% reported anxiety, and students with disabilities reported significantly higher mental health challenges.
Halvorson, a research scientist with UW’s Social Development Research Group, commented on the mental health challenges of students. “Even before starting my research career, I’ve always had an interest in advancing youth well-being and mental health,” says Halvorson. “Mental health among Native Hawaiian/Pacific Islander and Asian/Asian American youth is not well-understood and well-documented in the research world. High-quality data is needed to paint enough of a picture that we can address mental health problems effectively.”
Culturally grounded support, representative educators, and accessible mental health resources are essential for helping every student thrive. As Washington leaders, educators, and communities move forward, this research offers a powerful roadmap for building an educational system where all young people are truly seen, supported, and able to pursue their dreams.