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It highlights risks tied to school attendance disruption, vulnerability to infection, lost employment in families, and barriers to culturally and linguistically competent mental health care. It also outlines supportive learning environments and school policies, including SEL, trauma-informed practices, multi-tiered supports, and expanded mental health resources, with recommendations issued in April 2022.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/addressing-the-impact-of-covid-19-on-multilingual-learners-recommendations-for-supporting-els-in-schools/586798/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/addressing-the-impact-of-covid-19-on-multilingual-learners-recommendations-for-supporting-els-in-schools/586798.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did COVID-19 school closures affect multilingual learners’ attendance and engagement?","Question",{"text":112,"@type":113},"An estimated 3 million students were absent or not actively participating in remote learning in the U.S. during the pandemic, with 23% not logging into remote learning and nearly 45% showing lower engagement. Attendance was also typically lower for middle and high school English learners than for non-ELs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What physical and mental health factors increased risk for multilingual learners?",{"text":117,"@type":113},"The document lists vulnerability to COVID-19 infection, job loss in families, increased responsibilities such as translation and income support, and hesitation to seek medical and mental health services. It also notes new barriers to diagnosing and treating mental health issues and a scarcity of culturally and linguistically competent care options.",{"name":119,"@type":110,"acceptedAnswer":120},"What recommendations are provided for supporting English learners in schools?",{"text":121,"@type":113},"It recommends creating supportive learning environments, continuing actions to support social and emotional well-being, increasing learning time, and planning communication opportunities including in students’ first languages. It also calls for SEL and mindfulness, trauma-informed and culturally responsive practices, multi-tiered supports, project-based learning, and expanded professional development and safe school climate efforts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586798,1792612470,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Economy, Community, and Society 5,7,14,15  \nMany MLs may have experienced the following:  \n• Family members who are essential workers and are unable to stay at home  \nSchool Attendance8,11  \n• Since the start of the pandemic in the  \nU.S. , an estimated 3 million students have been absent or not actively participating in remote  \nlearning.1  \n• A survey found that 23% of students were not logging into remote learning and almost 45% had lower levels of engagement.2  \n• Absenteeism can harm the development of key social and emotional skills such as social awareness, self-efficacy, and self-management.  \n• In schools with only remote learning, attendance was  \ntypically lower for middle and high school English learners (ELs) than for non-ELs.  \n• Researchers predict that COVID-19-related school closures  \nPhysical and Mental Health15,17  \nmay negatively affect the social  \nand emotional development of vulnerable subgroups, such as MLs/ELs.  \nThe physical and mental health of MLs  \nmay have been affected by the following factors:  \n• Vulnerability to COVID-19 infection  \n• Family members who lost their jobs  \n• Taking on responsibilities such as communicating with landlords and social service agencies on behalf of adults; serving as translators and interpreters for adults with limited English language proficiency  \n• Working to provide additional income for their families  \nAREAS OF  \nIMPACT  \n• Hesitancy to seek medical and mental health services  \n• New barriers to diagnosing and treating mental health issues  \n• Scarcity of culturally and linguistically competent mental health care  \noptions  \n• Grief and shock at losing family and friends  \n• Additional responsibilities, such as caring for younger siblings  \n• Experiencing discrimination due to their ethnicities  \nSupports and Resources15,16  \nFor many MLs, COVID-19-related school closures resulted in  \n• Increased feelings of anxiety and isolation  \n• Reemergence of traumatic memories  \nAddressing the Impact of COVID-19 on Multilingual Learners* and Their Social and Emotional Well-Being  \nFor multilingual learners (MLs) and their families, the COVID-19 pandemic has had disproportionate and inter-related consequences for their economic stability, educational opportunities and outcomes, and social, emotional, physical, and mental well-being.  \nIn a survey conducted by Save the Children, a majority of children who did not go to school and whose schools were closed reported increased negative feelings.2,12  \n• reduced access to mental health and social support services;  \n• less support from teachers who provide coping tools; and  \n• less communication and support from peers during instructional tasks.  \nAccording to the CDC, mental health-related visits to emergency departments from April–October 2020  \nincreased by 24% forchildren ages 5–11 and by 31% for children ages 12–17 from the same time in 2019.1,9  \n*The term multilingual learner(s) refers to the student population defined as English learner(s) in section 8101(20) of the  Elementary and Secondary Education Act as amended by Every Student Succeeds Act. In this infographic the two terms are used interchangeably.  \nThis infographic was produced under U. S. Department of Education Contract No. GS-10F-0201T – National Clearinghouse for English Language Acquisition (NCELA) with Manhattan Strategy Group. For the reader’s convenience, this infographic contains information from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.  \nAPRIL 2022  \nRecommendations for Supporting ELs in Schools  \nSupportive learning environments and conditions may help students overcome the negative effects of adverse experiences, such as those MLs faced during the pandemic.15 As in-person instruction continues, schools and districts should continue to take action to support the social and emotional well-being of MLs.  \nSupports, Resources, & School Policies4,10,15,16  \n• Continue to c","cbCaitk5BkpfufaN","https://ap.wps.com/l/cbCaitk5BkpfufaN","pdf",492574,"English","# Areas of Impact\n## School Attendance\n## Physical and Mental Health\n## Supports and Resources\n# Recommendations for Supporting ELs in Schools\n## Supportive Learning Environments and Conditions\n## Supports, Resources, & School Policies\n## Mental Health Support","[{\"question\":\"How did COVID-19 school closures affect multilingual learners’ attendance and engagement?\",\"answer\":\"An estimated 3 million students were absent or not actively participating in remote learning in the U.S. during the pandemic, with 23% not logging into remote learning and nearly 45% showing lower engagement. Attendance was also typically lower for middle and high school English learners than for non-ELs.\"},{\"question\":\"What physical and mental health factors increased risk for multilingual learners?\",\"answer\":\"The document lists vulnerability to COVID-19 infection, job loss in families, increased responsibilities such as translation and income support, and hesitation to seek medical and mental health services. It also notes new barriers to diagnosing and treating mental health issues and a scarcity of culturally and linguistically competent care options.\"},{\"question\":\"What recommendations are provided for supporting English learners in schools?\",\"answer\":\"It recommends creating supportive learning environments, continuing actions to support social and emotional well-being, increasing learning time, and planning communication opportunities including in students’ first languages. It also calls for SEL and mindfulness, trauma-informed and culturally responsive practices, multi-tiered supports, project-based learning, and expanded professional development and safe school climate efforts.\"}]","Addressing the Impact of COVID-19 on Multilingual Learners - Recommendations for Supporting ELs in Schools | PDF",1792059391]