Abstract
Students who feel connected to their school experience better academic performance, social competence, and mental health. English Language Learners (ELL) face unique challenges to school connectedness compared to their English-speaking peers. In this study, we explored the relationship between school connectedness and well-being for 205 racial minority ELL students. ELL students’ perceived school belonging was a significant predictor of well-being. We discuss implications for school counselors, including specific strategies for increasing ELL students’ school connectedness.
Recommended Citation
Craven, L., Ohrt, J., & LoDato, K. (2026). The Relationship Between School Connectedness and Well-Being Among Racial Minority English Language Learners: Implications for School Counselors. Journal of English Learner Education. (19)2.
Retrieved from https://stars.library.ucf.edu/jele/vol19/iss2/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Counseling Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
Accessibility Statement
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