The study explores the Delphi consensus technique's application in educational research, focusing on identifying barriers and facilitators to educational attainment for children speaking English as an Additional Language (EAL) from the perspective of their teachers. It discusses the methodology's advantages and considerations within an educational context, reflecting on the findings and their implications for future research. Through iterative rounds of surveys among educators, key challenges like linguistic barriers, lack of pedagogical knowledge, and insufficient support were highlighted. The paper advocates for enhanced teacher training and resource allocation to address these barriers effectively. This research contributes to the understanding of consensus-building methods in education and underscores the need for strategic interventions to support EAL students, emphasizing collaborative efforts between researchers and educators to bridge the gap between research and practice in diverse educational settings.