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Peer Victimization Among English Learners: Examining the Role of Dual-Language and English-Only Programs

Daman Chhikara

This study examines the relationship between English Learner (EL) classification, language program type, and peer victimization using nationally representative data from the Early Childhood Longitudinal Study- Kindergarten Class of 2011. Leveraging a sample of 9,562 children, this study investigates whether Dual-Language programs serve as a protective factor against peer victimization compared to English-Only programs. Findings reveal that attending Dual-Language programs is associated with lower levels of peer victimization among ELs than their counterparts in English-Only settings. These results underscore the socioemotional benefits of bilingual education, highlighting the need for policies that expand access to Dual- Language programs and foster school climates that support EL students’ linguistic and socio-emotional development.

Keywords
Socio-emotional Learning, Peer Victimization, English Learners, Early Childhood Education, Longitudinal Analysis
Education level
K-12 Education
Topics
Student Well-Being
Tags
Early childhood education,
Multilingual learners,
School climate and culture
Download 03/2025
Document Object Identifier (DOI)
10.26300/2wwd-7862
EdWorkingPaper suggested citation:
Chhikara, Daman. (). Peer Victimization Among English Learners: Examining the Role of Dual-Language and English-Only Programs. (EdWorkingPaper: -1149). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/2wwd-7862

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