How School Leadership Matters in Multilingual Learners’ College Access: Culturally Sustaining School Leadership Through Counseling Structures and Student Experiences

Purpose This study examines the role of school leadership in shaping multilingual learners’ (MLs) college-going experiences, drawing on the perspectives of MLs and school counselors. It addresses the gap in understanding how leadership systems can facilitate MLs’ high school-to-college pathways. Methods Using a qualitative multi-method research design, this year-long study analyzes data from biweekly mentoring sessions and interviews with MLs, interviews with school counselors, field notes, one school-day observation, and relevant documents. The theoretical framework of culturally sustaining school leadership guides the analysis of students’ and educators’ experiences and perspectives on leadership practices. Findings The study identified four interrelated dimensions of school leadership that shaped MLs’ college access: (1) critical self-awareness and identity work that made MLs visible in leadership priorities; (2) asset-based academic and counseling leadership that expanded access to coursework, advising, and college-going support; (3) culturally inclusive and sustaining school environments that institutionalized support through stable resources and routines; and (4) linguistically inclusive family and community engagement that connected families with college-going information and resources. Conclusions The findings demonstrate the importance of culturally sustaining school leadership in promoting educational access and success for MLs. By addressing systemic barriers, providing targeted support, and advocating for a college-going culture, school leaders can enhance MLs’ educational pathways. The study discusses implications for educational leaders, community stakeholders, and policymakers to implement culturally sustaining school leadership practices that advocate for high-quality education for MLs.