Current mental health support for children from multilingual backgrounds is often ineffective due to language barriers and cultural differences, according to a new study by researchers from the University of Exeter. The findings highlight how therapies provided in schools can be “lost in translation,” particularly for those who speak English as an additional language (EAL). This study calls for increased linguistic flexibility in mental health services to better support these children.
Researchers Katie Howard and Darren Moore conducted interviews with Educational Mental Health Practitioners (EMHPs) who provide low-intensity psychological therapies to EAL pupils facing mental health challenges. Many practitioners reported that linguistic difficulties significantly hindered EAL students’ ability to engage in therapeutic sessions. These challenges became particularly pronounced when discussing emotions in a language that is not their native tongue.
Practitioners noted that conversations often became confusing, resulting in misunderstandings that limited the effectiveness of the support offered. Dr. Howard emphasized the potential risks when EAL pupils struggle to comprehend their mental health practitioners, stating, “If EAL pupils have difficulty understanding the mental health practitioner supporting them or feel misunderstood during sessions, then it is possible that support intended to alleviate their mental health difficulties could actually exacerbate the problems it seeks to address.”
The study highlights a concerning trend: many EMHPs expressed skepticism about the effectiveness of psychological therapies for EAL pupils compared to their monolingual peers. A key barrier identified was the reliance on English as the primary language of therapy. Practitioners pointed out that the absence of direct translations for essential terms complicated discussions about mental health, making it challenging for young people to communicate the support they receive to their families in their home languages.
Dr. Howard explained that language barriers also affected parental engagement. Parents of EAL pupils often face significant challenges in navigating mental health services, leading to lower levels of involvement and attendance—factors critical to the success of psychological support. Practitioners observed that written materials, which are typically used to inform parents, were often not translated, further isolating families from the support system.
“Language barriers were especially prominent among the parents of EAL pupils, resulting in lower parental engagement and attendance,” Dr. Howard stated. The study reveals that many EMHPs reported a noticeable drop-out rate among EAL families, which they attributed to a lack of accessible resources and inadequate interpretation services that could facilitate effective communication.
Additionally, the research found that school-based mental health support often felt culturally inaccessible to many EAL pupils and their families. Some practitioners noted a “shame factor” associated with mental health within certain ethnic groups, which acted as a barrier to seeking help. This cultural stigma often made it difficult for practitioners to obtain parental consent for therapy.
In conclusion, the study underscores the urgent need for educational institutions to adapt their mental health services to accommodate the unique needs of EAL pupils. By enhancing linguistic flexibility and providing culturally sensitive resources, schools can improve access to mental health support for these children, ensuring that they receive the help they need to navigate their emotional challenges effectively.
