Presenter(s)

• Gabriela Nelson, The Unspoken Influences That Shape ELL Belonging, University of Wisconsin - La Crosse
• Robert Dixon, University of Wisconsin - La Crosse
• Angela Goethel, Lecturer, University of Wisconsin La Crosse Psychology & School Psychology

Abstract

This study examined differences in belonging-related indicators between English Language Learner (ELL) and non-ELL students within a rural school district. Using student self-report mySAEBRS screening data, this study compared social, academic, emotional, and behavioral risk factors. Results indicated that ELL students demonstrated lower mean scores across domains and were more frequently represented in elevated behavioral risk categories. Findings suggest that multilingual learners in rural schools experience challenges related to inclusion and school connectedness, highlighting the importance of culturally responsive practices and advocacy. These results underscore the role of school psychologists, educators, and administrators in advocating for inclusive practices that strengthen connectedness and reduce barriers for multilingual learners.