TITLE:  Understanding the Academic and Social-Emotional Challenges Faced by English Learners in U.S. High Schools: A Qualitative Analysis of Assessment, Instruction, and Policy

ABSTRACT: This qualitative study explores how school policies and classroom practices affect the social-emotional development and academic achievement of English Learners (ELs) in U.S. high schools. Drawing from peer-reviewed literature, policy analyses, and practitioner insights, the research identifies gaps between compliance-driven educational mandates and the emotional and instructional needs of ELs. Through a thematic analysis of 15+ scholarly sources, the study highlights four major findings: the disconnect between policy and practice, the absence of academic language scaffolding, overlooked emotional needs, and the inconsistent use of culturally responsive pedagogy. The research concludes with recommendations for teachers, school leaders, and policymakers to build more equitable, inclusive systems where multilingual learners can thrive.

COMPLETED:  December 2025