Qualitative study reveals language barriers cause delayed care among students with limited English proficiency, highlighting the need for systemic translation support in school nursing.
Language barriers present challenges in the school health office, particularly for students and families with limited English proficiency (LEP). This study examines how these barriers affect school nurses’ ability to deliver effective healthcare and their perceptions of how language may affect student health. This qualitative descriptive study includes semistructured interviews with 16 school nurses. The data were analyzed through qualitative content analysis. The analysis revealed one overarching theme, Communication Inconsistencies Require Adapting in the Moment, with three subthemes: Accessing, Implementing, and Trusting Interpretation and Translation; Navigating Role Strain; and Missing or Delayed Care as a Result of Miscommunication . When language barriers exist, school nurses must navigate added complexities to provide student care. Applying Leininger's Transcultural Nursing Theory to the School Nursing Practice Framework TM aims to enhance culturally congruent school nursing practices, including advocating for policies and procedures that assist school nurses in meeting the needs of LEP students and families.
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Kaskoun et al. (2026) studied this question.
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