Mass Deportation Threats and Immigration Anxiety in the Classroom: An Overview
Context: What’s Happening?
A growing cloud of fear and anxiety is hanging over the heads of many immigrant communities across the United States right now. With a president-elect making promises to enact mass deportations, nullify birthright citizenship, and invoke the wartime Alien Enemies Act of 1798 (the same authority that was used to justify the internment of 120,000 Japanese-Americans during WWII), the alarm bells are ringing far beyond undocumented factions of newcomers and causing unease amongst longtime residents and even some naturalized US citizens who may find themselves facing uncertainty and discrimination as well.
While not all campaign promises end up being actualized, the mere threat of deportation and detention can have devastating impacts on children’s day-to-day lives. Some even carry the uncertainty that attending school will somehow reveal or draw attention to their family’s immigration status.
With a moral obligation to serve the local families and legal deference to state and government oversight, educators often find themselves caught in the crosshairs between abstract political policy and the real-life consequences of shifting national ideologies. However, teachers and school personnel who are well-informed on the civil landscape and its impact on their students and classrooms are more empowered and capable of creating supportive, reassuring environments even in times of heightened stress. For this reason, we’ve created an abbreviated overview and compilation of resources for what educators need to know about supporting students and families through the promises of mass deportation.
Understanding Immigration Uncertainty
Losing a Family Member to Deportation or Detention-
Unsurprisingly, the loss of a family member to detention or deportation can be absolutely devastating to a family. Children who experience this type of loss are at an increased risk of physical and mental health concerns such as:
loss of appetite
sleep disorders and nightmares
social withdrawal
clinginess
crying
anger and aggression
post-traumatic stress disorder (PTSD)
separation anxiety
and more.
Families are also more likely to experience financial and/or housing instability after the detention or deportation of a family member and children may subsequently demonstrate a decline in academic performance.
The Stress of the Threat-
Deportation-related stress does not only impact those who have experienced the deportation or detention of a family member and does not solely affect the undocumented community. “Research suggests that children who are aware of the threat of deportation or who have undocumented parents have higher levels of fear and anxiety, as well as disrupted sleeping and eating” (3). Living with the threat of deportation can also lead to interrupted education such as missing school or changing schools and is often reflected in a decreased academic performance.
In the News Now-
As of 2024, an estimated 4.7 million households in the United States are defined as “mixed immigration status,” meaning that at least one resident in the home is of undocumented status and at least one resident is either a citizen or noncitizen resident.
In addition to living with the risk of losing a family member to immigration enforcement, legal residents’ and citizens' right to stay stateside was recently threatened when the president elect made the statement, "The only way you don't break up the family is you keep them together and you have to send them all back." While there has been no clear plan for how the upcoming administration would go about deporting U.S. citizens, it raises concern for those in mixed status families around the country and continues to feed the atmosphere of instability and anxiety.
Basic Protections and the Role of Schools
Constitutional Protections
Because many parts of the US Constitution opt to use the term “people” or “person” instead of “citizen,” it is determined that US Constitutional rights apply to anyone physically on U.S. soil, citizen or not. This means that legally, undocumented immigrants should be protected against unreasonable searches and seizures (4th Amendment), be granted the right to due process (5th Amendment), and have the right to legal representation in criminal prosecution (6th Amendment).
You can read more about how these rights work in practice here: https://www.pbs.org/newshour/politics/what-constitutional-rights-do-undocumented-immigrants-have
Plyer vs. Doe
While there is no constitutional “right to an education,” the 1981 case of Plyler vs. Doe deemed that all children on US soil, regardless of immigration status, have the right to a free, public education. This is granted by the 14th Amendment which deems no state shall “deny to any person within its jurisdiction the equal protection of the laws.” Additionally, as a result of this ruling, schools may NOT:
Treat a student differently to determine residency.
Engage in any practices to "chill" the right of access to school.
Require students or parents to disclose or document their immigration status.
Make inquiries of students or parents that may expose their undocumented status.
Require social security numbers from all students, as this may expose undocumented status. (Adults without social security numbers who are applying for a free lunch and/or breakfast program on behalf of a student simply indicate on the application that they do not have a social security number (4).
ICE at School
The Department of Homeland Security has deemed schools, as well as marked school bus stops and education related activities and events to be, “sensitive locations,” meaning that immigration enforcement actions are discouraged from taking place in these spaces and only allowed to do so in limited circumstances. If ICE does come to the school asking for access to student records or for students themselves, they are required to have a valid court order or subpoena in compliance with FERPA or immigration laws or regulations.
In this event, school administration should ask the ICE personnel to identify the legal basis of their request. Unless there is a legally mandated basis (such as a crime) for their actions, they should not be permitted access to such student information. Additionally, a school district’s attorney may review the subpoena in order to determine if it is sufficient to warrant FERPA exceptions and to ensure that the school complies with ICE’s subpoena to the extent as is required by law.
If you need a reminder, FERPA protections are granted by a federal law that requires school districts to maintain the confidentiality of “all personally identifiable information in education records related to students.” This includes everything from emails, students files, personnel information, and federal standardized tests such as the SAT or ACT (although the tests' optional data, such as race, gender and SSN, is often sold to private education companies). Additionally, School Resource Officers (SROs) are not required to report undocumented students. In fact, it’s important to note that the state of Colorado prohibits local police officers from arresting or detaining a person due to a civil immigration detainer. Immigration enforcement must be done by federal officers (2).
While there are some limited exceptions to FERPA protections, they generally do not apply unless a student has engaged in dangerous or violent activity. You can read more about the protections and limitations of FERPA here: https://www.copaa.org/page/ICE_in_School
Creating Safety in the Classroom*
As educators, we want to feel prepared and empowered when navigating situations that could potentially impact our students and create anxiety in our communities while cautious not to catastrophize or project our own fear into the mix. There are many small changes we can make immediately to show support for undocumented or mixed status families such as:
Making printed, multilingual resources easily available for students to discretely take home
Identifying yourself as a supporter through visible posters, tee-shirts, bookmarks, and stickers.
Being intentional with your language. Avoid terms like “alien” or “illegal immigration.”
Additionally, you can lead compassionate group discussions around immigration by watching and sharing stories, videos, and creative works by undocumented such as: immigrantsrising.org/stories and thingsillneversay.org.
While these supports can be beneficial to all students, remember to keep an eye out for students who may be particularly vulnerable to threats of immigration enforcement. Students needing additional support and attention may be displaying signs of emotional distress and instability.
In younger children, be on the lookout for:
Fussiness or tantrums: Young children can become overwhelmed by complex feelings such as loss and fear. A tantrum is a sign that they need you to help them calm down.
Themes of sadness and loss in drawings, writings, or forms of play.
Older children may display anger and sadness through:
Poor school performance, or decreased motivation
Social withdrawal and/or increased peer conflict
Increased absenteeism and school avoidance
Increased physical complaints: stomach aches, headaches, etc.
If you notice a student experiencing these behaviors, be proactive in offering them aid and assistance. Of course, trust takes time and not all students will feel comfortable coming to you for support and that’s okay. If they do, remember to listen attentively without judgement and make it clear that you are on their team. Try to answer questions clearly and simply; if you don’t know the answer to a question, make a plan to find the answers together.
Remember: Students cannot learn if they don’t feel safe, so don’t be afraid to carve out time for these important discussions.
*NOTE: Be sure to familiarize yourself with your district’s guidelines and regulations around what rhetoric is allowed in the classroom. As political pressures increase, some districts are enacting strict policies to discourage dialogue between staff and students. Protect yourself from administrative retribution by following district direction, you are most helpful to your students when you are able to be there with them.
Works Cited
Capps, Randy, et al. Implications of Immigration Enforcement Activities for the Well- Being of Children in Immigrant Families a Review of the Literature. 2015.
CIRC Communications. “Colorado’s Teller County Sheriff’s Contract with ICE Is Ruled Unlawful — Colorado Immigrant Rights Coalition.” Colorado Immigrant Rights Coalition, 3 July 2024, coloradoimmigrant.org/colorados-teller-county-sheriffs-agreement-with-ice-is-ruled-unlawful-in-recent-court-of-appeals-decision/. Accessed 17 Dec. 2024.
Edwards, Lisa, and Jacki Black. Stress Related to Immigration Status in Students: A Brief Guide for Schools the Context of Immigration Stress.
“Immigrant Student’s Rights to Attend Public Schools | OSPI.” Ospi.k12.Wa.us, ospi.k12.wa.us/policy-funding/equity-and-civil-rights/immigrant-students-rights-attend-public-schools.
Lotz, Avery. “Trump Suggests Deporting Families with Mixed Immigration Status.” Axios, 8 Dec. 2024, www.axios.com/2024/12/08/trump-immigration-deportation-us-citizens.
“Resource Library: Rights of Teachers & Undocumented Students - Informed Immigrant.” Informed Immigrant, 2024, www.informedimmigrant.com/resources/undocumented-students/. Accessed 17 Dec. 2024.
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