How to Support Multilingual Learners in Public Schools

Why focus on multilingual learners?

Multilingual learners (MLs) are not a small niche; they represent the future of our schools. They bring resilience, diverse cultural assets, and global perspectives to our classrooms. Yet many face systemic barriers, including limited exposure to academic English, trauma from migration, and instructional practices that don’t leverage their existing strengths.

According to the American Federation of Teachers, English learners make up more than five million students—about 10.3 percent of public school enrollment. Supporting these students isn’t just a “special education” or “ESL” issue; it is central to educational equity across the entire U.S. school system.

The landscape of US schools supporting English learners

While the number of ML students is rising, many traditional U.S. school models remain ill-equipped. Often, students are placed in classes based on age rather than skill level, or they are pulled out for language services in ways that isolate them from core content.

To truly support English Learners in the U.S., we must shift from a “deficit-based” model to one of “educational justice.” This means recognizing that English acquisition is a tool for opportunity, but it should not come at the cost of a student’s native language or identity.

What strategies help multilingual learners succeed?

Research shows that interactive, student-centered strategies increase engagement and language acquisition. Project GLAD, for example, integrates language development with content and uses specific tools:

• KWL Charts: These tap into prior knowledge and guide inquiry, helping students connect new concepts to what they already know in their home languages.
• Observation Walks: These allow students to draw or write what they notice, prompting curiosity and conversation without the immediate pressure of perfect grammar.
• Sentence-Patterning Charts: These help students manipulate vocabulary to build complex sentences, providing a “scaffold” for academic writing.
• Learning Logs and Chants: These provide essential opportunities for oral practice and reflection, building the “muscle memory” of a new language.

Trauma-informed practices are equally important

Many multilingual learners are refugees or immigrants who have experienced significant upheaval. Educators can create safe, predictable environments by:

1. Developing Trauma-Informed Teams: Ensuring all staff understand how toxic stress affects the brain.
2. Establishing Community Agreements: Building a classroom culture where every student feels they belong.
3. Cultural Validation: Researching students’ countries of origin and integrating their cultural references into lessons to build trust.

Supporting students affected by ICE detentions

Recent reports show a surge in children left unaccompanied after ICE detains their parents—often following minor encounters such as traffic stops. This sudden loss of a parent or caregiver can create trauma that shows up in classrooms as absences, behavioral shifts, or academic decline.

Educators may not always realize how unpredictable and frustrating the immigration system can be for families. Many wait years—sometimes decades—for applications to move forward, while others are told to leave the country and wait again. Even when relief is technically available, confusing rules and delays often lead to disappointment and separation. These struggles don’t stay at the courthouse; they show up in classrooms, shaping students’ sense of safety, belonging, and hope.

Schools can play a crucial role in providing stability and emotional support when families face detention, deportation, or other disruptions.

What schools can do:

• Ensure emergency contact forms include at least one trusted non-parent adult.
• Train front office staff to confirm who is authorized to pick up children if parents are detained.
• Share family safety planning tools, including Power of Attorney options for child care.
• Provide immediate emotional and academic support for affected students through counselors and trauma-informed teachers.
• Maintain a quick-access list of local legal aid and community resources for families.
• Offer professional learning to help educators understand how immigration stressors affect behavior and learning.

These steps not only support affected students but help the entire school community feel more prepared and compassionate.

We also have a resource to help schools prepare for the eventuality of a student becoming unaccompanied after a parent is detained.

Supporting students impacted by TPS terminations

In November 2025, the Trump administration ended Temporary Protected Status for Syria, leaving thousands of Syrian families without a legal pathway to remain in the U.S. Many families have since faced deportation proceedings, relocation, or separation. Students from Syrian families or connected communities may still be carrying the impact of that disruption — in the form of anxiety, absences, or sudden changes in living situation. Schools should continue to check in with these students and maintain active referral paths to trusted immigration attorneys and community organizations.

How can schools and educators build systems of support?

Supporting multilingual learners is a school-wide effort. Teachers need access to professional development that equips them to integrate language and content, design inclusive curricula, and respond to trauma.

Administrators should allocate funding for newcomer and English learner programs and advocate for policies that extend the time students spend in specialized support. Family engagement is crucial; schools must communicate in families’ home languages and create opportunities for parents to participate in decision-making.

Partnering with community organizations and refugee resettlement agencies provides additional resources and expertise in supporting multilingual students.

Partnering with consulates and supporting documentation requests

Across the country, foreign consulates are encouraging their nationals to renew or obtain passports. For immigrant families, having valid identification can provide critical protection — helping secure legal representation, confirm identity if detained by ICE, and facilitate reunification in cases of family separation.

Schools often play a supporting role in this process. Families may request student transcripts, attendance records, or proof of residence to complete passport applications. Administrators can prepare by ensuring staff know what documentation can be shared and how to respond quickly to legitimate requests.

It’s also important to share accurate information about “mobile consulates” — temporary setups that travel to communities — and to help families avoid scams. When schools build proactive partnerships with consulates, they reinforce trust and show families that their safety and dignity matter.

What resources does Fugees Family provide?

Fugees Family offers resources and training to help schools support multilingual learners. Our professional development sessions cover language-rich instruction, trauma-informed strategies, and culturally responsive teaching. Through district partnerships, we help schools design newcomer programs and train educators to integrate academic content with language development.

Our policy advocacy work pushes for increased funding, flexible testing requirements, and a dedicated newcomer liaison in each district.

What can you do next?

If you’re a teacher, try incorporating KWL charts, observation walks, and sentence-patterning charts into your lessons to engage multilingual learners. Explore professional learning opportunities on our Professional Development page.

District leaders can learn about designing comprehensive support systems through our Partner With Us page. Every action you take to honor students’ languages and cultures strengthens our schools and our communities.