The CATESOL Journal

This study describes the ways 1 elementary school is attempting to address the needs of its English learner students and their families, the majority of whom are Latinx, through a multipronged approach that includes targeted academic instruction, the adoption of schoolwide values and behavioral expectations, a significant family-community outreach program, and teacher professional development in traumasensitive schooling and instruction. The authors share analyses and findings from data gathered through classroom and school event observations, separate focus groups of students and parents, interviews with key stakeholders, questionnaires from school personnel and parents, and publicly available school-level data. Implications for educators are shared with the goal of creating spaces and contexts where English learner students and their families succeed and indeed thrive.