A Qualitative Examination of the MTSS Framework for Culturally and Linguistically Diverse Students, from the Perspective of School Professionals

The Multi-Tiered System of Supports (MTSS) framework has emerged as a widely recognized approach to addressing students’ diverse educational needs. However, its effectiveness in meeting the unique needs of culturally and linguistically diverse (CLD) students remains an area that warrants deeper exploration. This qualitative study examined the perspectives and experiences of 11 school professionals regarding MTSS implementation for CLD students. Participants’ interview data were analyzed using an approach informed by Interpretative Phenomenological Analysis (IPA) to explore educators’ understanding of the MTSS process. Analysis included iterative engagement with transcripts, development of themes, and interpretive examination of patterns within and across participant accounts. Through this approach, researchers were able to understand educators’ experiences with the MTSS process. This included interventions for CLD students, perceived constraints, benefits, and both personal and professional insights. Four major themes emerged: (1) Constructing and negotiating understandings of MTSS within complex educational contexts, (2) Positioning cultural and linguistic responsiveness within existing instructional frameworks, (3) Navigating systemic and structural constraints when attempting to enact Culturally and Linguistically Responsive Practices (CLRP) within MTSS, and (4) Reframing CLRP as essential to equitable MTSS implementation. Suggestions for implications and limitations of the study are also provided.Impact StatementThis article discusses the importance of integrating Culturally and Linguistically Responsive Practices (CLRP) into the Multi-Tiered System of Supports (MTSS) framework to improve support for students from culturally and linguistically diverse (CLD) backgrounds. By sharing school professionals’ experiences, this article provides insight into practical strategies, challenges, and the need for broader changes in the implementation of the MTSS framework.