Teacher Perceptions of the Mental Health and Socio-emotional Challenges of English Language Learners
Abstract
A fast-growing percentage of students in K–12 classrooms are English language learner (ELL) students, and a large number of these students are experiencing a vast array of academic and non-academic challenges at school. Many ELL challenges involve inadequate socio-emotional learning (SEL) skill development, as well as mental health obstacles, and many schools are not equipped with the resources needed to address and resolve these challenges for ELLs.
In this study, we focus on teacher observations of the SEL and mental health challenges that K–12 students face. In the initial survey, 120 teachers participated regarding ELLs and these challenges. Following the initial survey, 20 teachers participated in interviews to discuss the challenges they have experienced with ELLs in their courses. The teachers we interviewed described their own perceived limitations in adequately addressing the needs of ELLs; they also provided their observations and potential solutions.
It is essential that ELLs receive the necessary support to facilitate their SEL development and improve their mental health and well-being. We recommend supporting the improvement of SEL skills and the mental health of ELLs, including: teacher training on ELL education and SEL; inclusion of the backgrounds and cultures of ELLs in the context of courses and school activities; and more emphasis on school counselors working with teachers on improving the SEL and mental health of ELLs.
