Ensuring English Learners' Success
Table of Contents
Select any topic to go directly to that section of this resource. This resource covers the topics listed below:
Connecting English Learners to Mental Health Resources
Schools and districts play a vital role in supporting student wellness, including supporting the behavioral and mental health needs of English learners. Educators and school-based mental health professionals, such as counselors, psychologists, and social workers, can impact English learners by identifying background knowledge and highlighting student strengths to support them in their school environments.
Educators and mental health professionals can support English learners by facilitating conversations with students and their families to understand their perspectives and collaboratively determine the potential value of mental health services. Consider the following guidance prior to initiating these conversations.
Learn about English learners’ experiences
It is important to understand that English learners, like other individuals, may encounter adverse childhood experiences and potentially traumatic social determinants of health. For example, during their migration journey, they may have experienced various challenges, including living in refugee camps, family separation, or exposure to violence. Complicated systems related to immigration policies, employment, and housing can exacerbate the challenges that they face.
English learners and their families can also face barriers to pursuing and accessing mental health services, including language and stigma. Some English learners and their families may not be familiar with the concept of mental health or may hold negative stereotypes about related services. As a result, it is important that schools create safe spaces where students and families can share their experiences and concerns.
Learn more about barriers to mental health services for unaccompanied children by accessing Jonathan Beier and Karla Fredricks’ “A path to meeting the medical and mental health needs of unaccompanied children in U.S. communities” resource (Migration Policy Institute, April 2023).
This report recommends that districts and schools:
- Assess new students for social determinants of health and provide resources and referrals to address any identified issues.
- Help ensure all students and their families have access to affordable health care.
- Consider establishing programs designed to help address the unique needs of newcomer students.
Trauma-informed practices in schools foster a supportive environment that benefits all students, including English learners, by promoting safety, understanding, and academic success.
Learn more about mental health risk factors (such as traumatic experiences, discrimination, and stigma) that undocumented immigrants can experience on the American Psychiatric Association’s Stress and Trauma Toolkit for Treating Undocumented Immigrants page.
Access the Ohio Department of Education and Workforce's webpage about trauma and trauma-informed schools to learn more, and view the video below to see an application of trauma-sensitive practices.
Trauma-informed practices in schools foster a supportive environment that benefits all students, including English learners, by promoting safety, understanding, and academic success.
Ask questions and actively listen
Background knowledge and experience influences understanding and behaviors, including interpretation of experiences, explanations of behaviors, coping strategies, help-seeking behaviors, and emotional expression. Each student’s background is unique and the best way to learn about it and their perspective on mental health is to engage in dialogue. Individuals from different backgrounds may recognize similar symptoms and behaviors, however, their perspectives on mental health and thresholds for needs for mental health interventions may vary.
Consider showing the Family Roadmap Mental Health video to English learners and their families before initiating a discussion about mental health needs. Questions like those that follow can facilitate discussion about their perspectives and experiences. As you ask questions, be sure to listen attentively. Use responses to frame follow-up questions.
- Tell me about your school, your teachers, and your friends.
- How is this school experience different from your experience in your home country? What are some things that are the same?
- How have teachers helped you? What are some ways that they help you understand how to do well in school?
- How do teachers and administrators engage with families?
- What have you found that helps you communicate with teachers and other school staff?
- What are your relationships like with other students?
- What do teachers/families/friends do when you are sad?
- Do you know of anyone in your family or community who is dealing with similar thoughts, feelings, and experiences? Is anyone you know seeing a counselor or therapist? If so, invite the student and their family to tell you more about it.
- What mental health resources are you aware of in your school or community?
For younger children, modify the questions to make them simpler, and use age-appropriate tools like play or storytelling to gather relevant information.
Use descriptive language and identify strengths
Some languages don’t have terminology to describe mental health concepts commonly used in English, such as depression and trauma. For example, in certain Arabic-speaking communities, the term “anxiety” may not have an equivalent. Instead, community members might use “sad” or “upset” to express their feelings. Discussing specific symptoms and behaviors can be more helpful than using labels or diagnoses.
Professionals can consider using questions and active listening skills to identify specific strengths of the student and family. Consider using the following questions to facilitate conversation.
- What is working well in school?
- What are you most proud of in your life?
- What do you like doing?
- How have you overcome the challenges you have experienced?
- What do you want to achieve?
The strengths of students and families can be utilized to overcome challenges. Additionally, when introducing mental health resources, use language to frame resources in a positive way. For example, use language like “These services may help your child have a better experience in school, reach their full potential, and meet their goals.”
Use caring language
Encourage English learners and their families to advocate for their needs. Be sure they are an integral part of the decision-making related to mental health services. Start by acknowledging the strengths and resilience that contribute to student well-being. Then, begin a dialogue to decrease stigma and positively influence consideration of how mental health supports might benefit the student. It may be helpful to begin a dialogue that reflects feelings they have shared.
| If you hear this... |
Consider responding with... |
| “I don’t see how talking about feelings is helpful.” |
“Talking about feelings with a counselor can be helpful in many ways, including {provide an example that the student can relate to (such as problems with school, troubles with friends, and dealing with past tough experiences)}.”
Provide examples of how other English Learners at the school have benefited from mental health resources. If feasible, encourage a willing peer to share their experience.
|
| “I am worried about speaking in English.” |
“I hear that you are still learning to express yourself in English. We will help you find someone who speaks {language} or explore finding a translator/interpreter to assist you.” |
| “We are not familiar with therapy or counseling.” |
Invite the student/family to share their perspective/experience related to supports like those you are recommending. Discuss any questions and concerns they have and explain how the service might benefit the student. |
| “We don’t have money for therapy.” |
“I understand that financial concerns can be a significant barrier. I want to help you find the support you need and explore different options to cover the cost.” |
| “My student doesn’t need medication or therapy.” |
Consider using language like “Experiences like the ones that your child is having {provide specifics (such as struggling to pay attention in class, worry, sadness)} are very common. Feelings like sadness and worry can make it difficult to {provide specifics (like "focus in class").}
Just like there are ways to improve our physical health, there are ways to help us respond to feelings in healthy ways. Supports like counseling and sometimes medication may help children adjust and reach their goals. Would you like to learn more about what help is available to your child?”
|
Learn more about how to have conversations on topics related to trauma with students on the National Child Traumatic Stress Network’s resource page.
Utilize translators or interpreters
Overcoming language barriers is a critical aspect of ensuring access to supportive mental health services. Knowing the student’s proficiency level in both English and the home language assists staff in planning and communicating with the student and family. When using translators or interpreters in conversations, collaborate with mental health professionals, such as school counselors and school psychologists, to establish clear protocols for utilizing translators or interpreters. In addition to translation and interpreter assistance services, some schools and districts might have family liaisons for English learners who can communicate with families in their language and assist in navigating the school system.
Ensure that the selected language support aligns with the linguistic preferences of the English learner and their family. Communicate the availability of language support services with the student and family in advance to reduce apprehension and create a welcoming environment. Also, emphasize the commitment to confidentiality and professionalism of translators or interpreters to build trust.
Learn more about working with interpreters at Communication with Families.
Explore behavioral and mental health resources outside of schools
There are instances when English learners can benefit from mental health resources outside the school setting. These are cases when student needs can be better served by outside school providers, such as long-term mental health therapy and services provided by professionals who can speak the same language. Student Wellness and Success Funds can be used to provide wraparound services for students.
- Explore directories that specifically highlight mental health providers catering to diverse linguistic needs. Seek out organizations or agencies that prioritize language accessibility in their services. For example, the Psychology Today directory includes a language field to identify therapists and psychiatrists fluent in different languages. When using directories like this one, filter the search based on the preferred language of the English Learner and their family.
- Connect with community organizations like:
to explore their services, including mental health programs with a focus on linguistic differences. Inquire about available resources they can connect to and language support options for individuals seeking mental health services.
Through proactive exploration, identify resources that expand the support network accessible to English learners.
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Consistent and regular attendance in school is vital to academic achievement for all students. English learners who attend school regularly earn higher grades, learn English faster, feel better about themselves, feel better about school, and have better relationships with their classmates and teachers.
The Ohio Department of Education and Workforce's Attendance Support webpage addresses student attendance and chronic absenteeism. The Ohio Attendance Guide provides a tiered approach focusing on early intervention and prevention strategies to improve student attendance.
Apply the Multi-Tiered System of Supports (MTSS) Framework
Administrators are encouraged to use the Multi-Tiered System of Supports (MTSS) framework to improve attendance in the same way that interventions are provided for students who need academic support. The MTSS framework is outlined in the Ohio Attendance Guide. Note, Tier 2 Early Intervention Strategies and Tier 3 Intensive Interventions support regular attendance with special consideration for SIFE.
Examples of tiered practices may help administrators develop positive engagement with families and students, capture actionable data to help identify students with higher numbers of absences, and/or build capacity to help establish an expectation of attendance in the district and school.
The Attendance Pyramid Worksheet can be used as a tool for planning.
❏ Action Activity
This Action Activity is designed to evaluate current practices for enhancing attendance support at each level of MTSS and to develop strategies for making program improvements.
Download: Multi-Tiered System of Supports Action Activity (Word) or Multi-Tiered System of Supports Action Activity (PDF)
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Ensuring Access to Postsecondary Pathways
English learners bring valuable strengths and potential that are beneficial to their postsecondary pathways. Benefits of learning multiple languages include greater job opportunities, higher earning potential, and increased high school graduation rates. However, data show gaps in graduation rates for English Learners.
Schools and districts can help English learners graduate and create opportunities for their postsecondary success. The following content aims to help administrators reflect on and improve school environments for English learners so that they can increase self-discovery, identify potential postsecondary pathways, and be prepared for the pathways they choose.
Consider Factors Related to Postsecondary Pathways
Reflection Exercise
The reflection for middle and high schools provides an opportunity to consider various factors related to postsecondary pathways for English learners. Think about the current efforts in the school and district to assist middle and high school English learners in choosing a postsecondary pathway. How well is the school or district doing? Please note that certain efforts may be more relevant and applicable to high schools. Use this reflection exercise with various school teams to identify strengths and needs.
Download: Factors Related to Postsecondary Pathways Reflection Exercise (Word) or Factors Related to Postsecondary Pathways Reflection Exercise (PDF)
Access Postsecondary Pathways Resources
English learners have multiple postsecondary and career options available to them. Administrators play a crucial role in ensuring English learners receive support to learn, explore, and prepare for their chosen pathway. Learn more about how to support access to postsecondary pathways at:
College
Career-Technical Education
According to Advance CTE, an organization representing Career-Technical Education (CTE) providers, Career-Technical Education provides students of all ages with the academic and technical skills, knowledge, and training necessary to succeed in future careers. Career-Technical Education prepares learners for employment by introducing them to workplace competencies through interactive, hands-on instruction. Learn more at:
Military
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References
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These resources aim to bolster academic, student wellness, and college and career outcomes for Ohio's English learners. Resources were created through a collaborative effort between the Ohio Department of Education and Workforce and The Ohio State University's Center on Education and Training for Employment along with a dedicated group of family advocates, community leaders, school district staff, and teachers.
Last Modified: 3/19/2025 11:36:44 AM