Reclaiming Hope: Multilingual Learners and Latinx Leadership in School Turnaround Efforts

Abstract

Too often, school turnaround efforts overlook the voices, needs, and assets of multilingual learners—particularly Latinx students and families—despite their growing presence in underperforming schools across the United States. This chapter repositions multilingualism as a driver—not a deterrent—of sustainable school transformation. Drawing on findings from Nuestra Esperanza and #SomosNC, the chapter explores how schools labeled as “failing” can begin to succeed when they authentically engage with and invest in Latinx communities and leadership. Through testimonios, practitioner insights, and policy analysis, we examine how language, culture, and immigration status intersect in turnaround schools, and how these intersections often leave Latinx students underserved by one-size-fits-all reform models. We also highlight promising practices from Latinx-led schools and initiatives in North Carolina that have begun to transform school climate, leadership pipelines, and family engagement by prioritizing linguistic equity and cultural responsiveness. Rather than viewing MLs challenges to manage, this chapter argues for their central role in the reimagining of school success. We offer a framework for equity-centered turnaround that includes bilingual programming, Latinx educator development, and community-rooted leadership practices. In doing so, we demonstrate that when schools commit to honoring the lived experiences of MLs and their families, turnaround becomes more than a strategy—it becomes a shared act of hope, healing, and justice.