EXPLORING HOW PERSONALIZED SUPPORT CAN FOSTER POSITIVE GRADUATION OUTCOMES FOR OLDER NEWCOMER MULTILINGUAL LEARNERS

Abstract

Older newcomer multilingual learners (MLs) often face unique barriers that impact their ability to navigate high school and attain a diploma. Rooted in improvement science, this qualitative study explores how ongoing support sessions with a trusted adult can foster participation among older newcomer MLs as they work toward positive graduation outcomes. Five professional school counselors (PSCs) engaged older newcomer MLs in ongoing support sessions. During these sessions, PSCs used a personalized graduation roadmap and a support session tool designed to foster student participation. Findings suggest that engaging students in ongoing support sessions promotes participation in their educational journeys. This study aims to promote mindful and intentional educational practices that support positive graduation outcomes for older newcomer MLs, thereby contributing to more equitable and inclusive educational experiences.