A Framework for Engaging Emergent Bilinguals in Psychosocial Group Programs in Schools

ABSTRACT School‐based psychosocial group programs need to more adequately address the linguistic and cultural needs of emergent bilingual learners. Although research underscores the importance of culturally responsive and linguistically inclusive approaches, a comprehensive framework guiding the adaptation, implementation, and evaluation of school‐based psychosocial group programs for emergent bilingual learners remains lacking. This paper seeks to address this gap by introducing the EAGLE framework, which outlines key considerations and strategies for engaging emergent bilinguals in psychosocial group interventions in schools. A review of the literature and reflective practice informed five core components of the framework: Ethical considerations, Asset‐based framing, Group dynamics for inclusion, Linguistic responsiveness, and Evaluation using equitable methods. The EAGLE framework provides school mental health professionals and educators with inclusive and linguistically responsive strategies for designing, implementing, and evaluating psychosocial group programs. Furthermore, this framework establishes a foundation for future research on the development, adaptation, and evaluation of psychosocial group programs tailored to linguistically diverse student populations.