In this paper I will discuss the challenges faced by a very complex and diverse community of students around the nation; the intersectionality between English as a Second Language learners, and neurodivergent students is not typically a major subject of discussion in academic circles. From personal experiences, to peer reviewed literature, I plan on exploring how very few opportunities are actually presented for this group of individuals. As a bilingual speaker, and well rounded student, I’m very much aware of the privileges that come with my language skills, especially considering the fact that my younger cousin falls in the crosshairs of two separated communities.

Being a student in today’s day and age in America is difficult enough, navigating through a variety of different societal and household expectations. However there are students who face other, more nuanced challenges in their educational careers; challenges that typically cannot be “resolved” or avoided. This level of individualized and situational experience of ESL learners, and neurodivergent students leads to feelings of isolation, and a shortage of resources that are vital to a student’s success. Regardless of how teachers and faculty allocate assistance to students who need them, it is impossible to approach each individual with the personalized attention required to maximize learning: “The problem stems partly from lack of funds and personnel in schooling, but it also reflects the influence of the government.” (Miller 786). While trying to focus on being a student, ESL students in particular must also face the consequences of a very polarized political environment. Being an immigrant has its own challenges, such as learning American customs and culture as well as a new language. ESL students often tackle mental health dilemmas such as depression and “Language shock… the anxiety an immigrant experiences when first entering a community where they do not speak, or is not proficient in, the dominant language” (Miller 787)