{"id":66112,"date":"2026-02-11T14:39:21","date_gmt":"2026-02-11T19:39:21","guid":{"rendered":"https:\/\/www.sogolytics.com\/blog\/?p=66112"},"modified":"2026-03-12T03:08:07","modified_gmt":"2026-03-12T07:08:07","slug":"breaking-lep-survey-barriers","status":"publish","type":"post","link":"https:\/\/www.sogolytics.com\/blog\/breaking-lep-survey-barriers\/","title":{"rendered":"How Districts Can Improve Limited English Proficiency Student and Family Survey Participation"},"content":{"rendered":"

This is the second in a series of three articles on the Limited English Proficiency for families in K12. Click here<\/a> if you want to read the first to learn why Limited English Proficiency is essential to K-12 schools.<\/em><\/p>\n

Common Barriers: Why LEP Families\u00a0Don\u2019t\u00a0Always Take Surveys<\/h2>\n
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Research shows that families and students with Limited English Proficiency often face several\u00a0barriers\u00a0that make it harder to\u00a0for this subgroup\u00a0of school communities to\u00a0participate\u00a0in school surveys.\u00a0Even 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.<\/p>\n

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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.<\/p>\n

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1)\u00a0Language access and translation issues.\u00a0<\/h2>\n
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One of the biggest barriers is language access. Many school surveys are\u00a0often\u00a0only offered in English.\u00a0And, even when schools translate surveys,\u00a0the wording is sometimes too\u00a0literal or technical.\u00a0\u00a0These\u00a0word-for-word\u00a0style translations can miss cultural context or sound unclear, which may confuse families and ultimately\u00a0discouraging\u00a0them from completing the survey.<\/p>\n

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Schools may also lack bilingual staff or the funding needed to translate surveys well and support families who\u00a0don\u2019t\u00a0speak 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\u00a0equitable\u00a0participation (U.S. Department of Education, 2022).<\/p>\n

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For more budget-friendly options, districts can improve translation quality by using back-translation, the process of\u00a0translating\u00a0content\u00a0back into English to check accuracy\u00a0or asking community members to review translations for clarity and trustworthiness.<\/p>\n

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2) Lack of trust and fear of consequences<\/h2>\n
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Another major barrier is trust. Some families,\u00a0especially immigrant households or mixed-status families,\u00a0may worry about how their survey responses will be used. They may fear their answers could negatively affect them or their child.<\/p>\n

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To address this, schools should clearly explain that responses are confidential and share why the survey is being conducted.\u00a0Transparency about how feedback is used helps families feel safer and more willing to\u00a0participate\u00a0(U.S. Department of Education, 2022).\u00a0Moreover, using outside or\u00a0third-party\u00a0agencies,\u00a0such as Sogolytics Managed Research Services,\u00a0can ensure responses are\u00a0confidential\u00a0and anonymous.<\/p>\n

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3) Busy schedules and limited access to technology<\/h2>\n
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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.\u00a0This is often made worse by the digital divide. Some families may not have reliable internet access or may prefer\u00a0different ways\u00a0of communicating with schools (MidTESOL, 2021). To reduce these barriers, districts can:<\/p>\n