Peer Victimization Among English Learners: The Protective Impact of Dual Language Programs

This study examines the relationship between English Learner (EL) classification, language program type, and peer victimization using U.S. 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. Participation in dual language programs reduces peer victimization among ELs relative to those in English-only programs. These results highlight the importance of expanding access to linguistically inclusive programs that affirm students’ home languages and fostering school environments that support holistic development for ELs.