Date of Award
9-2026
Document Type
Honors Thesis
Degree Name
Psychology, BA, BS
School
CAS
Department
Psychology Department
Faculty Advisor
Jennifer Garfield-Abrams
Second Advisor
Natasha Bergers
Abstract
This study examines how the evolution of bilingual education policies and instruction has affected non-English speaking and bilingual high school students. Especially in Boston/Lynn Public School, bilingual and non-English speaking students are rapidly growing in population, yet questions still remain whether the existing educational policies adequately support their academic and emotional well -being. Using a demographic survey and interviews, I connected with high school graduates ranging from 18 year olds to 22 years olds and asked questions to assess their language support, classroom experience, emotional well-being, and academic engagement. Analysis of the data demonstrates the influence that their bilingual education had on their well-being. This study aims to inform more equitable and effective bilingual education practices in schools across the U.S.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Tolentino, Valentina A., "Supporting English Language Learners: Evaluating Bilingual Education Policies in Boston Area High Schools" (2026). Undergraduate Theses and Capstone Projects. 52.
https://dc.suffolk.edu/undergrad/52