Across the country, school districts are reporting a troubling drop in multilingual learner (ML) attendance rates (also known in some districts as Language Learners), as families face fear and uncertainty tied to immigration enforcement and policy shifts. Yet in Bowling Green, Kentucky, Teranga Academy students are showing up every day. Teranga Middle School led the district in attendance this year, and Teranga High School ranked third. At Fugees Family, we’ve seen firsthand how trust and belonging drive attendance. When students feel safe, they come to school ready to learn. The Teranga model, With an average attendance rate of 93 percent across campuses, is proof that creating safety and community isn’t extra work, it’s the work.
How feeling safe impacts school attendance for multilingual learner students
When students feel safe, they show up. It sounds simple, but across the United States, it’s becoming increasingly rare.
In district after district, we’re seeing a drop in multilingual learner (ML) attendance rates. Some families are afraid to send their children to school. Others are moving from place to place, seeking stability that feels out of reach. This fall, local reports from large districts noted unexpected enrollment dips among immigrant students. In some communities, families are asking whether it’s even safe to attend athletic events or send their children to school.
As an educator who has worked with refugee and immigrant students for more than twenty years, I’ve learned that attendance is never just about compliance. It’s about trust. When a child walks through a school door each morning, they’re making a decision: I believe I belong here.
At Teranga Academy in Bowling Green, Kentucky, that belief runs deep, and the numbers show it.
A community that showed up
This summer, our students and families faced an unthinkable moment. One of our students, Ernesto, was detained despite having legal protection. What happened next revealed the heart of Bowling Green. Teachers, parents, and community members stood together. They showed up at rallies, wrote letters, and made phone calls. Our students saw that solidarity up close.
When the new school year began, that sense of safety and community carried into the classroom. Families who might once have stayed home out of fear brought their children to school. Students who had been quiet in the spring walked in with confidence.
Each year, the ten schools and academies in the Bowling Green Independent School District hold a friendly attendance competition. This year, Teranga Middle School students had the highest attendance in the entire district, and Teranga High School placed third. On average, across our campuses, Teranga students attend at a 93 percent rate.
That number represents more than attendance, it represents trust rebuilt.
Students who in other communities and districts are afraid to show up, are coming to school in Bowling Green are showing up because they have seen us fight for them, and they know we will continue to fight. That gives them the courage to show up each day.
Why multilingual learner attendance rates are falling elsewhere
Across the country, educators are watching attendance data slide in the opposite direction. Federal enforcement policies that now permit arrests at schools and community events have sent waves of fear through immigrant families. Even when no direct action occurs, the perception of risk is enough to keep students home.
Districts from Virginia to California are reporting declines in ML attendance rates. In Fairfax County, one of the largest districts in the nation, leaders have publicly linked falling enrollment to fear among immigrant families. They’ve even discussed creating online alternatives for students who no longer feel safe attending in person.
These numbers don’t reflect a lack of interest in education. They reflect anxiety, uncertainty, and most of all, the absence of trust.
What trust looks like in practice
At Fugees Family, we built our schools on the idea that safety and belonging are prerequisites for learning. Every structure inside a Teranga Academy, from morning greetings to daily soccer practice, exists to remind students that they are part of a team.
When a student walks into a Teranga classroom, they are greeted by name. When they join soccer practice after school, they hear teammates cheering in multiple languages. The uniform they wear is more than a dress code; it’s a sign of shared identity. The PRIDE Creed they recite each week—Perseverance, Respect, Integrity, Dedication, and Excellence—helps connect values to action.
These rituals are not symbolic. They are how trauma-informed, culturally responsive education comes to life. In our culture manual, we say, “If someone succeeds, we all succeed. If someone fails, we all fail.” That’s the mindset that turns fear into community and attendance into commitment.
When schools prioritize safety and connection, multilingual learner attendance rates climb—not because students are told to come, but because they want to.
Lessons for other districts
Districts struggling to keep multilingual learner students in school can learn from what’s happening in Bowling Green. The Teranga model is not a program layered on top of existing systems, it’s a reimagining of school culture.
It starts with:
- Belonging before achievement. Students learn best when they feel seen, safe, and supported.
- Consistency builds confidence. Predictable routines help students know what to expect and what’s expected of them.
- Community engagement sustains trust. Families are partners in the work, not visitors to it. Coaches and educators build direct relationships through home visits, parent-teacher conferences, and shared celebrations.
When schools adopt this model, attendance isn’t a metric to fix, it becomes a reflection of community health.
Moving forward
The success in Bowling Green shows that attendance can be an early indicator of safety and belonging. When multilingual learners feel welcome, they show up, participate, and succeed.
Every district has the power to create that environment. It requires courage, empathy, and intentional design, but it’s possible.
The national decline in multilingual learner attendance rates is not inevitable. It’s a call to action.
At Fugees Family, we’ve spent nearly two decades proving that when students feel safe, they thrive. The Teranga model was built for this moment, where trust, equity, and community must be rebuilt from the ground up.
If your district is struggling with declining multilingual learner attendance or searching for a model that works, we can help. Email teranga@fugeesfamily.org to schedule a Teranga Partnership consultation to explore how your district can launch a Teranga Academy and build a community where every student feels safe to learn, grow, and belong.
Frequently asked questions
- Why is creating a "second home" atmosphere vital for student attendance?
For many refugee and immigrant students, feeling a sense of belonging is a prerequisite for engagement. When students describe their school as a second family where they can connect and share their problems, they are more motivated to attend consistently and contribute to the school community.
- How does skill-level placement impact a student's desire to attend school?
The traditional system often fails students by placing them in classes based on age rather than proficiency, which can lead to frustration or disengagement. Focusing on skill-level placement and rapid academic acceleration ensures students are appropriately challenged and supported, building the confidence needed to show up every day.
- What academic milestones are achieved through consistent attendance in this model?
When students are supported by intensive, personalized interventions, the results are transformative. With consistent participation, 89% of students achieve grade-level proficiency in three years or less, alongside massive growth in both reading and math.
- Are there training programs to help schools improve Multilingual Learner engagement?
Yes, districts can access specialized professional development and partnerships to redesign their educational experience. These collaborations focus on whole-school design and strategic planning to meet the unique needs of every district and its student population.
- How can I stay informed about the best practices for supporting these students?
Educators and advocates can stay informed with the Weekly Game Plan, which provides timely updates and practical guidance for schools. This resource is essential for staying current on strategies that foster safety and academic success.
- How can community members support efforts to improve educational justice?
Community support is vital for leveling the playing field for all students. You can help by donating to provide the resources and environment necessary for Multilingual Learners to succeed and reach their full potential.
