Globally, educational systems increasingly serve culturally and linguistically diverse (CLD) students. The overrepresentation of culturally and linguistically diverse children in special education is a significant issue, with factors including inaccurate screenings, grade retention, and parental lack of awareness of available services (Mohamed, 2023). Research demonstrates persistent barriers, including inadequate professional preparation, insufficient culturally sensitive assessment tools, and systemic challenges in differentiating between language acquisition difficulties, adjustment, and learning disabilities (Khawaja & Wotherspoon, 2022). Despite calls for evidence-based practice that integrates research evidence with clinical expertise, client values, and circumstances (Kazdin, 2008), school systems are lagging in the development of targeted solutions to improve educational equity for CLD students worldwide.


This mixed-methods study systematically identifies barriers to appropriate assessment and intervention for CLD students across multiple levels: literature-documented challenges, educator-reported systems-level needs, and individual case-level implementation obstacles. Understanding these barriers is essential for developing evidence-based practices that effectively integrate research findings with clinical expertise and family values in a culturally responsive educational community.


First, a systematic literature review identified documented challenges in CLD student assessment globally. Second, a multidisciplinary educator survey, comprising school psychologists, special education teachers, ESL coordinators, and administrators, assessed perceived barriers in public school settings. Third, three in-depth case studies of CLD students referred for comprehensive evaluations provided a qualitative analysis of assessment process obstacles and systemic challenges encountered during real-world implementation.


Together, these analyses revealed four key themes: inadequacies and cultural misalignment in assessment tools, complexities in family engagement, gaps in professional development, and an interplay of ethical and legal dilemmas related to identification and service delivery. Results inform targeted interventions, professional preparation reforms, and policy frameworks for advancing culturally responsive educational practices when working with CLD students.