Guest blog: How can we improve mental health support in schools for EAL pupils?

A recurring concern across our studies was that EAL and migrant pupils may be identified for support later than their peers, or not at all. 

Language differences can make emotional difficulties harder to spot. Newly arrived pupils may be navigating significant adjustment challenges. Parents may be less familiar with school systems or less confident raising concerns. In some cases, mental health difficulties may be mistaken for language-learning needs, or vice versa. 

As a result, some EAL pupils may not receive support until difficulties have become more acute. Mental health teams in schools should therefore avoid relying solely on self-referrals, verbal self-report measures or English-based assessments when identifying mental health needs. 

Practical takeaway: 

Use multiple sources of information to identify needs, including: 

• classroom observations; 

• family perspectives; 

• input from EAL specialists; 

• discussions with bilingual staff, where possible; 

• attendance and behaviour patterns. 

One of the strongest messages from our research was the importance of linguistic flexibility.  

Many multilingual young people naturally move between languages when talking about complex experiences, a practice known as code-switching. Research also suggests people often prefer to express emotions in their first or home language. Yet, during interventions EAL pupils are typically required to communicate in English, or sometimes, through an interpreter. 

Many of our participants felt that EAL pupils would benefit from having more choice over which language(s) they use during mental health interventions. A more flexible approach recognises multilingualism as a resource rather than a barrier. 

Practical takeaway: 

Increase linguistic flexibility by: 

• Asking pupils which language they feel most comfortable using; 

• Normalising code-switching if it helps pupils communicate effectively; 

• Using bilingual staff where possible; 

• Considering the use of interpreters when appropriate, while recognising their limitations; 

• Providing multilingual resources and translated materials. 

Language should not be viewed as a barrier to overcome, but as a resource that can strengthen engagement and the effectiveness of support.  

Across our two studies, family engagement emerged as a critical factor in improving access to support. However, EMHPs also identified significant challenges. Language differences can limit communication between schools and families. Some parents may be unfamiliar with school-based mental health provision. Others may come from contexts where mental health is viewed differently or carries social stigma. 

In these situations, simply offering a service does not necessarily mean that families can access or engage with it. Instead, effective schools work proactively to build trust and ensure that communication and support is genuinely accessible. 

Practical takeaway: 

Schools can improve family engagement by: 

• Providing translated information about mental health support; 

• Using interpreters when discussing interventions; 

• Offering information in different formats, not solely written English; 

• Explaining mental health terminology clearly and avoiding jargon; 

• Drawing on community groups and cultural brokers to strengthen relationships.  

When families understand and trust the support being offered, pupils are far more likely to benefit from it. 

Language was a central barrier identified in our research, but it was not the only one. 

Practitioners also described broader cultural factors affecting access to support. Mental health stigma, differing cultural understandings of wellbeing, experiences of migration, and uncertainty surrounding settlement and belonging all influenced how pupils and families engaged with services. 

Our review found surprisingly little discussion of accessibility within existing school-based mental health research for migrant children and young people. Yet accessibility is arguably one of the most important issues: support cannot be effective if children cannot access it in the first place. 

Being culturally responsive means moving beyond "one-size-fits-all" approaches. It requires schools to understand pupils' experiences, identities, and strengths while adapting provision accordingly. 

Practical takeaway: 

Embed culturally responsive practices into the school’s mental health support systems by: 

• Exploring how pupils and families understand mental health; 

• Considering the impact of migration and acculturation experiences; 

• Addressing stigma sensitively rather than assuming resistance; 

• Ensuring cultural and linguistic representation among staff wherever possible.