Social and Emotional Needs of Emergent Bilingual High School Students: Perspectives of Teachers, School Counselors, and School Social Workers

ABSTRACT

Understanding the needs of emergent bilingual learners (EBLs) is important for consultants working to promote inclusive, affirming school environments. Thirty-three school professionals, including teachers, counselors, and social workers (70% female, 20% persons of color, 18% bilingual) shared their perceptions of experiences of EBLs attending high schools in the United States. In this pre-consultation qualitative data collection, themes were identified from six focus groups. Analyses revealed school, family, peer, and individual influences tied to EBLs’ well-being. Participants recommended that schools institute culturally-specific structures to support EBLs, but also intervene with non-EBLs, general education teachers, and mainstream curriculum. Findings suggest that schools revise how they support the academic needs of EBLs. While English as a Second Language programs are commonplace in high school EBLs’ language development, participants recommended that such programs should not isolate students from their non-EBL counterparts. Participants also recommended increased access to advanced classes. Implications for systems-level consultation are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Amy Heineke

Amy Heineke is a Professor in the School of Education at Loyola University Chicago.

Plamena Daskalova

Plamena Daskalova is an adjunct faculty member in the School of Education at Loyola University Chicago.