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Abstract

The population of English learners (ELs) in U.S. schools is rapidly increasing, yet many educators, including school counselors, lack training to address their academic and social-emotional needs. EL students face unique barriers such as acculturation stress, discrimination, and language challenges, which can negatively impact achievement and well-being. This study examined whether improving student-to-school-counselor ratios and introducing EL-trained school counselors positively influenced academic, behavioral, and attendance outcomes for EL students. Using a correlational design, data from 64 schools in a large Florida district were analyzed over three years, comparing pre- and post-intervention data with paired-samples t tests and regression analyses. Variables included promotion and retention rates, standardized test scores, disciplinary incidents, and attendance measures. Results indicated that adding EL school counselors significantly improved promotion rates and reduced retention, referrals, expulsions, and bullying incidents, with small to medium effect sizes. Attendance outcomes were mixed, with some increases in unexcused absences. Regression analyses confirmed that higher proportions of EL school counselors predicted fewer behavioral incidents. Findings underscore the importance of reducing school counselor ratios and hiring EL-trained school counselors to promote equity and improve outcomes for EL students.

Keywords

academic achievement behavioral outcomes counselor ratios English learners school counseling

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Improving School Counselor Ratios: School Counseling Support for English Learner Students

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