This is the second in a series of three articles on the Limited English Proficiency for families in K12. Click here if you want to read the first to learn why Limited English Proficiency is essential to K-12 schools.
Common Barriers: Why LEP Families Don’t Always Take Surveys
Research shows that families and students with Limited English Proficiency often face several barriers that make it harder to for this subgroup of school communities to participate in school surveys. Even when districts recognize the importance of hearing from multilingual families, participation gaps persist. Language barriers, trust concerns, time constraints, and cultural differences can all make survey participation feel inaccessible or risky for LEP households.
These challenges rarely exist in isolation, and when they go unaddressed, they reinforce patterns of underrepresentation. Understanding these barriers is critical to designing survey efforts that are not only inclusive, but effective.
1) Language access and translation issues.
One of the biggest barriers is language access. Many school surveys are often only offered in English. And, even when schools translate surveys, the wording is sometimes too literal or technical. These word-for-word style translations can miss cultural context or sound unclear, which may confuse families and ultimately discouraging them from completing the survey.
Schools may also lack bilingual staff or the funding needed to translate surveys well and support families who don’t speak English. Because of this, the U.S. Department of Education (2022) recommends that districts specifically budget for translation services, interpreter training, and multilingual family liaisons to support equitable participation (U.S. Department of Education, 2022).
For more budget-friendly options, districts can improve translation quality by using back-translation, the process of translating content back into English to check accuracy or asking community members to review translations for clarity and trustworthiness.
2) Lack of trust and fear of consequences
Another major barrier is trust. Some families, especially immigrant households or mixed-status families, may worry about how their survey responses will be used. They may fear their answers could negatively affect them or their child.
To address this, schools should clearly explain that responses are confidential and share why the survey is being conducted. Transparency about how feedback is used helps families feel safer and more willing to participate (U.S. Department of Education, 2022). Moreover, using outside or third-party agencies, such as Sogolytics Managed Research Services, can ensure responses are confidential and anonymous.
3) Busy schedules and limited access to technology
Many families face time constraints due to demanding work schedules, childcare responsibilities, or multiple jobs. Even when families want to respond, finding time can be difficult. This is often made worse by the digital divide. Some families may not have reliable internet access or may prefer different ways of communicating with schools (MidTESOL, 2021). To reduce these barriers, districts can:
- Keep surveys short and easy to complete
- Offer flexible options, such as paper surveys or in-person completion
- Provide technology support when needed, such as setting up iPads in front offices for families to use
- Use outreach tools families already use, such as text-based platforms like WhatsApp
4) Cultural differences and unclear relevance
Cultural norms can also influence participation. In some communities, families may not be used to giving feedback to schools or may not see themselves as partners in school decision-making.
Research shows that culturally responsive communication, including clearly explaining why their feedback matters and how it will be used, can significantly increase engagement (ERIC, 2019; MidTESOL, 2021). Districts can also strengthen trust by sharing translated survey results and explaining what actions will be taken based on that feedback.
Addressing LEP Barriers Effectively
These barriers often build on each other. Language access, cultural differences, time constraints, technology gaps, and limited institutional supports can work together to reduce multilingual family participation. That’s why districts need a comprehensive, equity-focused strategy that addresses multiple barriers at once.
Addressing these barriers requires more than one-time fixes or isolated interventions. Districts that see meaningful improvements in LEP participation take a coordinated, sustained approach that spans district leadership, school practices, and classroom relationships. To learn ways to engage your community members in feedback opportunities read our blog on Strengthening School Communities: Strategies to Enhance Meaningful Engagement.
Stay tuned for Part 3 of this series, where we highlight how districts across the country have put these strategies into action, and the measurable impact they’ve achieved.
