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Recommended ages 5-8

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Read Aloud of "From North to South-Del Norte al Sur", by René Colato Lainez

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recommended ages 4-8

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📚I’M WORRIED by Michael Ian Black (Storyville Kids Video #45) Read Aloud

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Migrant: A Story About Empathy and Social Justice

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Migrant: A Story About Empathy and Social Justice

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Recommended ages 4-7

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Migrant | A story about empathy and social justice

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You have rights—don’t give them away!The American Civil Liberties Union works every day—in the courts, legislatures, and in the streets—to preserve the individual rights and liberties guaranteed to

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Estoy Seguro y Amado -- Una Historia Social

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Estoy Seguro y Amado -- Una Historia Social

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How To Talk To a Child Worried About Deportation

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How To Talk To a Child Worried About Deportation

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Red Cards / Tarjetas Rojas | Immigrant Legal Resource Center | ILRC

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All people in the United States, regardless of immigration status, have certain rights and protections under the U.S. Constitution. The ILRC’s Red Cards help people assert their rights and defend themselves in many situations, such as when ICE agents go to a home. Special thanks to our many partners who contributed translations in the various languages now available, making these red cards accessible to more individuals.

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Undocumented Students & Families: The Facts (english and spanish)

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Undocumented Students & Families: The Facts (english and spanish)

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How to Talk to Your Child about Immigration

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How to Talk to Your Child about Immigration

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You are watching the news when your child suddenly asks why the children on TV are behind chain-link fences and not with their families. How do you respond to your child about the immigration situation in the U.S.? Media coverage of family separation, immigrant detention centers, and asylum seekers waiting in tent cities along the U.S.-Mexico border has been widespread and may be distressing for children. Below are some facts about the effects of immigration enforcement on children and some ideas for talking with your children about this important issue.

Fact #1: All children, regardless of immigration status, may be affected by these events.
How to talk to your children about immigration:

Start a conversation with your child. Ask your child what they have been hearing about immigration at school and from their friends. Give them an opportunity to ask questions. Explain what is going on in a way that they can understand. For example, with younger children, you may want to talk about their safety and your family's safety. With older children, you may want to discuss their experiences or the experiences of family or friends who have been affected by immigration enforcement.

Limit your child's exposure to media coverage. Repeated exposure to images from the news can be distressing for children.

Create a routine for your child. Daily routines are beneficial for all children and help to foster a sense of safety and predictability.

Talk to your child about your own family's immigration story. With the exception of Native American families, most families in the U.S. have their own immigration history. Sharing stories with your child about how and why your family immigrated to the U.S. can help to humanize the experiences of recent immigrants and asylum-seekers.

Read a children's book about the immigrant experience with your child. There are many great children's books available that tell stories about immigrant and refugee children from a wide variety of racial and ethnic backgrounds. These stories can help foster empathy and affirm the experiences of immigrant-origin and refugee children.

Fact #2: Children from immigrant-origin and refugee families may internalize negative messages about immigrants and asylum-seekers (e.g., "Immigrants/refugees are bad," "My family does not belong in the U.S.")
How to help your children develop pride and respect for their heritage:

Emphasize the positive aspects of your child's immigrant heritage. This may include conversations about cultural traditions, for example. These conversations can help your child to develop a sense of pride in their heritage and your family's country of origin.

Address experiences of racism and xenophobia. It is important to acknowledge and "name" experiences of racism (i.e., discrimination on the basis of race) xenophobia (i.e., discrimination against immigrants) when directed at yourself, your child, or others. It is important for your child to know that they have a safe adult to talk to about experiences of discrimination if/when they occur.

Fact #3: Children from undocumented or mixed status families may have specific concerns about their safety and the safety of their loved ones due to the risk of detention and deportation.
How to address your children's concerns:

When your child raises questions, respond to their concerns in a way they can understand. For example, with younger children, you could say something like "Some people are not being nice to immigrants. There are also many people that want to help and welcome immigrants to the U.S. We want everyone to belong and feel safe here. If you ever feel unsafe or if someone says something that is not nice, you can tell me. My job is to make you feel safe." With older children, you could answer their questions more explicitly, particularly as it concerns their safety and the safety of family members. For example, "Some members of our family are not U.S. citizens and could be sent back to [country of origin]. We are doing our best to prevent that. If you ever feel worried about this or unsafe, you can tell me. It is important for us to be able to talk about it. My job is to make you feel safe." Avoiding a child's question does not make the question go away. Instead, not being able to talk about a situation can make children more scared and more worried.

Develop a safety plan for your child. It is important to develop a plan for your family if you are at risk of being detained or deported. A safety plan may include identifying an adult who will pick your child up from school in the event that you are detained, and designating a caregiver who your child will live with in your absence. Children are often more aware than one might expect. Talk with your child about your plan for their care.

Recent policy changes have made the future unpredictable for immigrant-origin families in the U.S. and asylum seekers. Conversations with your child about immigration will likely be ongoing as policies continue to change in the coming months and years.
Resources
Developing a family safety plan (English): https://www.ilrc.org/family-preparedness-plan

Developing a family safety plan (Spanish): https://www.ilrc.org/plan-de-preparacion-familiar

Workbook to support children impacted by deportation policy (English): http://www.childrenspsychologicalhealthcenter.org/wp-content/uploads/2014/11/Healing-and-Resilience%E2%80%94An-Activity-Book-for-Latino-Children-Impacted-by-Deportation%E2%80%94English.pdf

Workbook to support children impacted by deportation policy (Spanish): http://www.childrenspsychologicalhealthcenter.org/wp-content/uploads/2014/11/Recuperacio%CC%81n-y-Resiliencia%E2%80%94Un-Libro-de-Actividades-para-Nin%CC%83os-Latinos-Impactados-por-la-Deportacio%CC%81n%E2%80%94Espan%CC%83ol.pdf

Report on the impact of immigration enforcement on children and families: https://www.americanprogress.org/wpcontent/uploads/2012/08/DrebyImmigrationFamiliesFINAL.pdf

Proper citation link for this blog post:
Colgan, C. A. & Lai, B. S. (October 16, 2019). How to talk to your child about immigration: Recommendations for parents. Retrieved from https://infoaboutkids.org/blog/how-to-talk-to-your-child-about-immigration-recommendations-for-parents/

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How to Talk to Your Child about Immigration: Recommendations for Parents - InfoAboutKids

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You are watching the news when your child suddenly asks why the children on TV are behind chain-link fences and not with their families. How do you respond to your child about the immigration situation in the U.S.?

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Resources for Youth Affected by Deportation | Rainbows

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Looking to help a child affected by deportation? Find local support groups, videos, articles, and more to help a child cope with family separation.

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How to Support Immigrant Students and Families: Strategies for Schools and Early Childhood Programs

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How to Support Immigrant Students and Families: Strategies for Schools and Early Childhood Programs

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How to Support Immigrant Students and Families: Strategies for Schools and Early Childhood Programs

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Across the country, educators are looking for ways to support immigrant students and families facing great uncertainty. This comprehensive guide includes more than 50 strategies that educators, staff, and administrators can use to ensure that schools and early childhood settings remain safe, welcomi…

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How to Support Young Children in Immigrant Families

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How to Support Young Children in Immigrant Families

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For kids as young as the ones I teach, keeping the routine going is vital, as well as reassuring them that we love them and want them here in school with us. When the kids go home feeling happy and safe, that seems to reassure parents some too, but I wish I could do more.

Overview

Preschools, early childhood centers, and other child care settings can play a critical role in supporting the children in immigrant families. In addition to the strategies recommended throughout this guide, early childhood educators may wish to keep these additional considerations in mind as they review their own program policies and think about the needs of young children. As noted in the introduction to this guide, there are 1.6 million children under the age of 5 nationwide who have at least one parent who is undocumented (Gándara & Ee, 2018a, p. 3).

Notes:

Guidelines and laws that apply to early childhood programs may vary depending on the program's location, affiliation, and sources of funding. They also may vary from K-12 public school policies. If clarification is needed, look for assistance from program administrators, local early childhood agencies, or national early childhood organizations that can provide appropriate information.

In addition, it is important for educators and leaders to keep in mind that immigration issues may be impacting staff as well, such as Karen Reyes, a teacher of hearing impaired toddlers in Austin, Texas who is a DACA recipient. See more on this topic in our section on how immigration issues can impact staff.

Opportunities for professional development

When considering what kinds of training may benefit your staff, keep in mind the following:

Community partners, as well as colleagues in nearby K-12 settings who serve the same families, may be helpful in providing guidance on what kinds of information will best serve the staff on these issues.

Early childhood agencies may also wish to offer centralized training for providers who aren't in a large program setting.

As part of the U.S. Department of Education's non-regulatory guidance on implementing the Every Student Succeeds Act (ESSA) with English learners, school districts are strongly encouraged to include local early childhood teachers in professional development. This might give providers an opportunity to learn how their local district is responding to current concerns of immigrant families.

Look for ways to build relationships with families

Why this matters

Strong family partnerships are a valuable tool not only in supporting young children's future academic success but also in supporting healthy social-emotional development - particularly in the face of stress and uncertainty. Early childhood programs may need to be creative in building and expanding these relationships with immigrant families, but the results will be well worth the extra effort. It is easier to address challenges after trust has been established.

Tips for getting started

There are a number of things that early childhood programs can do to get started, including:

The role of home language: Family outreach

In addition, it is critical to communicate in families' home languages and provide forms and documents in families' home languages to the extent possible, such as registration forms, home language surveys, and emergency contact forms. Keep in mind that the U.S. educational system will be new to families and they may have lots of questions related to the program, on top of their questions about complex issues related to immigration. See more recommendations in our section on communicating with families.

The role of home language: Language and literacy development

At the same time, welcoming and including children's home languages in their learning environment provides numerous benefits to their social-emotional development, sense of identity, early literacy development, and acquisition of English.

Learn more from the following:

Recommended Resources

Resources from Head Start

Research and books

Review program enrollment guidelines

Why this matters

The benefits of early childhood education for immigrant children are well-documented (Greenberg, Michie, and Adams, 2018, p. 1). In the majority of early childhood programs nationwide, children can enroll in the program if they (or their parents) are undocumented. Staff who enroll children should not ask families about their immigration status. While programs must follow all legal requirements in their state for maintaining information on each family, when possible, programs are also strongly discouraged from asking about country of origin and social security numbers. If children or family members volunteer the information, you should not share it with others.

Maintaining student privacy and confidentiality

There are a number of student privacy policies that can apply to different kinds of early childhood programs. All staff should be familiar with the policies that apply to their program. If clarification is needed, look for assistance from program administrators, local early childhood agencies, or national early childhood organizations that can provide appropriate information.

Tips for getting started

Program administrators and staff assisting with enrollment should be familiar with:

program policies related to enrollment

all types of documents that can be used to verify a child's age (described in these videos from attorney Roger Rosenthal)

requirements for establishing local residency

applicable privacy policies.

Why this matters

Families and staff members may have questions related to immigration issues; making sure that everyone has accurate and updated information will make it easier to address questions and concerns when they arise. Here are some important topics related to early childhood settings:

"Sensitive locations" guidance for early childhood settings

Early childhood settings such as preschools and day care centers are protected under the federal "sensitive locations" guidelines that also apply to schools. (See more on "sensitive locations guidance" in our related section and in this brief from the Center for Law and Social Policy, or CLASP.) There is no indication that this policy will change, although there have been cases of immigration enforcement activity happening near child care and early childhood centers. Many early childhood settings have also reported drops in attendance and enrollment related to concerns about immigration enforcement. This may be in part due to the fact that many early childhood providers don't know that their settings are considered "sensitive locations" (Ullrich, 2018).

Following in-depth interviews with early childhood providers, researchers from CLASP concluded the following:

Many early childhood providers weren't aware of the sensitive locations policies or didn't know their programs were included. Few providers had internal policies for dealing with ICE or CBP agents who try to enter their facilities. They also didn't know if they were legally obligated to admit immigration agents without a warrant. Consequently, many providers couldn't assure immigrant families that the center was a safe place. (Ullrich, 2018)

This research speaks to the importance of ensuring that early childhood providers are familiar with the "sensitive locations" guidance. In addition, programs may wish to create a policy that clarifies what should happen if an immigration agent comes to the center.

Note: This guidance is just that - guidance - and not codified into law; it could change at any point. The guidance also has certain limitations, which is why program administrators should become familiar with other related local/state laws and should stay current with updates on this topic.

Making a plan to care for children whose caregivers are unavailable

In June 2018, a large immigration raid left dozens of young children stranded at day care centers and preschools in Ohio as caretakers scrambled to find relatives and emergency contacts. This example underscores the importance of having updated emergency contact information and a plan in place to care for children whose caregivers/parents/guardians are detained during the day.

Putting protocols in place for these situation improves the chance of finding an appropriate caregiver for children. See suggestions and resources in the following sections of this guide:

Answering questions about proposed "public charge" rule changes

The White House announced a proposed rule change in September 2018 that would make it harder for legal immigrants to get green cards if they receive certain kinds of public assistance. Head Start programs, services provided under the Individuals with Disabilities Education Act, and enrollment in free- and reduced-price meal programs are not included in this rule change.

However, other benefits have been added to the list that would likely impact many immigrant families if the rules go into effect, and some families have already started withdrawing from benefits programs. Learn more about the "public charge" issue in our related section.

Answering questions about immigration and legal resources

There are a number of steps early childhood programs can take to address families' questions and concerns about immigration issues, as well as to connect families to legal support. Many of the strategies detailed throughout this guide can be applied in early childhood settings as well:

Other issues that might impact children

Other immigration issues that may be impacting children in your program include changes to Deferred Action for Childhood Arrivals ( DACA); Temporary Protected Status (TPS); and travel restrictions that impact family reunification.

Tips for getting started

Identify the policies that apply to your setting. If you have questions, look for assistance from program administrators, local early childhood agencies, or national early childhood organizations that can provide appropriate information.

Identify the information that staff should have and the best ways to provide the training and professional development they need.

Identify the information families should have and the most appropriate ways to share that information, such as one-on-one conversations or parent outreach events.

Determine whether any existing policies, procedures, or forms need to be updated.

Determine whether any new policies should be created to address these issues; if so, look for sound guidance on how to do so.

Look for ways to offer social-emotional support to kids throughout the day

Why this matters

Young children in immigrant families may be experiencing a number of situations that are causing stress (see examples in our section on how immigration issues can affect children as well as the following section on anxiety and trauma). This can impact their healthy development, social interactions, and motivation and also result in their asking adults questions about these issues. In addition, the situations children's families are facing may have an impact on whether their basic needs are being met. This is why it is so important for early childhood programs to look at the whole picture when identifying and addressing young children's needs.

Note: See our related information on:

Tips for getting started

Early childhood environments can provide a nurturing, safe environment for children by:

maintaining their familiar routines

designating a primary caregiver/support person for an anxious child

doing age-appropriate activities where kids can share feelings, such as drawing, circle time, or one-on-one time

reading stories about related topics

providing staff with training on topics related to trauma and anxiety (see related resources in our section on the impact of trauma and anxiety due to immigration issues)

providing parents with tips and training on how to address anxiety and answer children's questions.

Recommended resources

Sesame Street

You may find some helpful ideas in the following toolkits from Sesame Street. While there is no "immigration toolkit," these resources include related topics. All are available in Spanish, and the Sesame Street in Communities toolkit is available in other languages.

You may also get some helpful ideas from these bilingual activities and videos on self-expression from Sesame Street.

How to calm down

These articles provide some activities to calm down, such as the following:

Provide training on the impacts of trauma and anxiety on young children

Why this matters

In 2018, researchers at CLASP published a study on how immigration policy affects young children (Cervantes, Ullrich, & Matthews, 2018). Researchers report thatearly childhood educators and providers around the country have recently observed more stress, anxiety, and behavioral difficulties in the immigrant children they serve, such as:

"aggression, hyperactivity, and separation anxiety" (p. 9)

more bathroom accidents from kids who were toilet-trained

"symptoms of post-traumatic stress disorder, such as frequent crying, trouble sleeping, and increased anxiety" (p. 11).

This correlates with findings by the American Psychological Association (APA) that "young children whose undocumented parents have been detained or even deported...experience in the short term, frequent crying, withdrawal, disrupted eating and sleeping patterns, anger, anxiety and depression."

(See more age-specific effects of trauma from the National Child Trauma Stress Network.)

According to the report, educators and families have also reported:

decreased engagement and participation in the classroom, fear of police, and actions to protect relatives from police

children as young as three (both immigrant children and U.S. citizen children) expressing fears about being separated from a parent.

These changes can impact children's healthy development, both physically and emotionally; their confidence and self-esteem; and their identity. These changes can impact children's healthy development, both physically and emotionally; their confidence and self-esteem; and their identity. The APA notes that, "Over time, these can lead to more severe issues like post-traumatic stress disorder, poor identity formation, difficulty forming relationships, feelings of persecution, distrust of institutions and authority figures, acting out behaviors and difficulties at school." (See the APA's 2011 Report of the Presidential Task Force on Immigration for more information.)

As a result, CLASP researchers noted that families are looking for support in addressing these issues as well - multiple educators reported that immigrant families had asked for support or training about social-emotional health, such as tips for dealing with anxiety.

What explains these trends?

Children may be feeling anxiety or fear about:

losing a parent (such as the case of Sophie Cruz, a five-year-old who slipped past security during Pope Francis' 2015 visit to Washington, D.C. to give him a letter expressing her fear that that her parents would be deported)

an unexpected or lengthy separation

having to move to a new country if a parent is deported

losing a friend

family members' stress, anxiety, depression, or intimate partner abuse.

Children may have experienced a traumatic event, such as:

witnessing a loved one's arrest

being separated from a parent during interrogation

a forced separation for an extended period of time

detention in an immigration detention center

coming into contact with immigration enforcement officers

a lengthy separation from families or siblings due to immigration circumstances

an arduous journey to this country

violence or hardship in a home country.

Families may also be experiencing increased levels of stress, anxiety, depression, and intimate partner abuse.

Tips for getting started

There are a number of things early childhood programs or community organizations can do to better equip providers and parents to address these challenges, such as providing training about topics that are most relevant to the setting. Topics could include:

the impact of trauma on young children on healthy development and behavior

tools and words that can be used in different situations, such as "That sounds really hard. You can talk to me anytime you need me."

Recommended resources

Recommended videos

Video Playlist: When immigration status impacts young children

References

See our complete reference list for works cited in this article.

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How to Support Young Children in Immigrant Families

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For kids as young as the ones I teach, keeping the routine going is vital, as well as reassuring them that we love them and want them here in school with us. When the kids go home feeling happy and safe, that seems to reassure parents some too, but I wish I could do more.

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Tell us about your current role and the students you serve.

I am a school psychologist in Dallas, Texas. I work with regular education students in all grades who are facing emotional or behavioral difficulties.

What do we know in general about the stresses that immigrant students and families face?

As you can imagine, the process of adapting to a new language and culture is stressful for any immigrant family. Additionally, parents and children often enter the country at different times, which causes added stress in their relationships. There are also differences in how quickly parents and children adapt to the new culture, which affects family roles. Many immigrants, particularly if they are refugees or come from crime-ridden countries, experience trauma either in their home country or some time before they arrived in their new country. Finally, undocumented immigrant families face the added stress related to the fear of apprehension and deportation.

How is that stress intensifying in the current climate?

For undocumented immigrants, the fear of deportation is causing significant stress. In the past, law enforcement focused its efforts on only deporting those who broke the law, but this no longer seems to be the case. Additionally, those who are in the country with documentation, particularly those from the Middle East, are concerned about their legal status, as well as increased racism and discrimination.

What are some of the barriers to mental health support for immigrants (particularly undocumented immigrants)?

Cost is always a significant barrier for low-income families. When a family can afford services, there are often not services available in their native language. In addition, depending on the culture, there may be a stigma attached to receiving mental health services. Some cultures believe these types of problems are a private family matter, are a sign of a weakness, or can be dealt with by the church or other faith practice.

What are some steps that you and your colleagues are taking to meet students' needs?

As a school psychologist, I am able to provide counseling to children during the school day. This eliminates the cost burden, and as a Spanish-speaker I can meet the needs of most of the immigrant students in my schools. Also, the stigma of counseling is often reduced when it is a service at school instead of at a clinic.

What are some of students' strengths and assets that you're able to draw upon in your work?

Immigrant students are highly motivated to learn and adapt to their new country. They want to make friends, which means being able to speak the language and work within the culture. Because of the challenges they often face coming to the United States, they tend to be resilient when faced with new obstacles.

Why do you think a strengths-based approach is important?

It is critical that we treat their immigrant status as an asset. This will help them gain confidence and take the chances needed to become successful in their new home.

What are some of the counseling strategies that you are currently using?

The strategy that we use depends on the student's culture and background. It's important that immigrant children have a chance to tell their story, which can be done through various methods depending on the age and language skills of the student. Play therapy, narrative therapy, or more informal methods using art or writing can all be used. Students from Asian cultures are often familiar with mindfulness and appreciate these approaches. If the student experienced trauma in their home country or during the immigration process, we may use counseling to work through their experience, if needed, they may need counseling at an outside clinic.

How does the current situation and climate place new kinds of demands on teachers?

Teachers are seeing the effects of deportation fears in a way they have never faced. Students are coming to school afraid that something will happen to them or a family member, or upset because they are already affected. I know children who have witnessed relatives being arrested, or have come home from school to find a relative is detained. Teachers must deal with the emotional effects of these events- children who cry, withdraw, or act out- as well as understanding the needs of the families, who may be concerned that their living situation is jeopardized.

What recommendations do you have for teachers working with immigrant students currently?

My most important recommendation is that teachers help their immigrant students feel safe. We can't control their lives outside the school, but on campus they need to know that nothing will happen to them. Teachers and school staff should also give the same assurance of safety to parents. The other key recommendation is that students know that it's okay if they are upset and they need to cry or express their feelings, either with their teacher or a counselor or other trusted adult.

How can teachers take care of their own mental health during this time?

Teachers often try to be all things for their students, and I see this even more now. They want to do everything possible to support these families. One of my immigrant students recently broke her arm, and the mother was afraid to go to the emergency room in case anyone questioned their immigration status. The teacher was willing to go with them to help them feel safer. While these types of behaviors are admirable, teachers must remember they can't do everything for every family, and while it is normal to think about our students after school hours, we must not let it consume us.

What kinds of collaboration would be most helpful among school staff on these issues?

School staff should collaborate on the strategies they are using to meet the needs of their immigrant students, especially those who are upset or having other emotional problems. There should also be a schoolwide or district consensus about how involved the school will be with families. Teachers must remember that while they can advocate for their families, they are not lawyers or experts and should follow any policies when helping parents and families.

What do you mean when you say that you have to find "where the hope is"?

Everything I do with every student, no matter what their situation, is about finding hope and working toward it. Hope must always be realistic; if my student's father is being deported, I would not tell her he will be back soon, but help her adjust to her life as it is. Hope may not be exactly what we want, but it is finding out way out of our struggles and into a better future.

What are some of the variations of student responses you've seen to these issues and challenges?

As I have alluded, most of my work as it relates to immigrant students is with undocumented students who have a relative, usually a father, facing deportation. In younger children, it is usually sadness or fear, depending on how much exposure they have to the process. As they get older, the emotions are more complex. There is definitely fear, but it is mixed with anger, whether at specific politicians or at anyone who things that because they are undocumented that they are lazy, delinquent, or otherwise inferior. Adolescents also tend to worry about how they will have to support their family if the main breadwinner is deported.

Teachers and parents often want to reassure children that "things will be ok." In many of these cases, though, the future is uncertain. What is your advice for teachers who feel at a loss for words in the current climate?

While we want to reassure our students in an attempt to comfort them, we always want to be honest. Saying "things will be okay" makes it sound like things will go back to the way they were before, and we know that's not likely. Instead of talking about the future, which is so uncertain and may just exacerbate negative emotions, focus on the factors that will help them get through challenges in the present. Talk about their family that is with them now, and how they are supporting each other through this time. Compliment them on their effort in school and other activities. Point out their own personal strengths that will help them when times are challenging. And always let them know that no matter what happens, you will be there for them.

How do you approach conversations with kids who have had family members detained or deported?

I do a lot of listening. I have the privilege of never being in fear of deportation, or even having my immigration status question. So I listen to their story and I acknowledge their experience and their emotions. I also reassure them that I am on their side and I will support them in whatever way they are comfortable with. It is so important that the children trust me and feel safe with me at the very beginning if my work is to be effective.

What lessons are you learning from the kids and families you serve?

I've worked with immigrant families for nearly 20 years, since I first became interested in education while in college. The past year has opened my eyes more than ever to the sacrifices immigrant families make to come to this country. My families and my students don't complain, though. They are humble and grateful for every opportunity, and for any support they receive from me or the school. I am inspired by so many of my families and know that I learn as much from them as they do from me.

About the Author

Dr. Lisa S. Peterson is a school psychologist in Dallas, Texas. She spent six years as an elementary bilingual teacher in the San Antonio area before returning to school to earn her doctorate from Texas A&M University. She is focused on helping students with emotional problems succeed in school, with a particular focus on bilingual and immigrant families. When she is not working she enjoys photography, travel, and spending time with friends, family and her dog.

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Finding Where the Hope Is: Supporting Immigrant Students as a School Psychologist

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I am a school psychologist in Dallas, Texas. I work with regular education students in all grades who are facing emotional or behavioral difficulties. As you can imagine, the process of adapting to a new language and culture is stressful for any immigrant family.

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Supporting ELL Students Living with Trauma, Violence and Chronic Stress

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Supporting ELL Students Living with Trauma, Violence and Chronic Stress

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Using a strengths-based approach allows educators to draw upon students' internal strengths and capacities, and it can be a particularly powerful practice for English learners who have experienced trauma, violence, or chronic stress. In this article adapted from Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress (ASCD, 2017), ELL experts Debbie Zacarian, Lourdes Álvarez-Ortiz, and Judie Haynes offer some concrete strategies for shifting to a strengths-based approach in the classroom, as well as numerous student examples.

Overview

Who are the nation's students experiencing trauma, violence and chronic stress?

One in every two of the total student population in the U.S. come to our schools having experienced or still experiencing some type of trauma, violence, or chronic stress - many of them at a very young age. This startling statistic presents a challenge to all of us as educators - especially since the available professional literature focuses almost solely on the therapeutic aspects for providing counseling supports and services to students who have experienced one or more of the following:

Physical, sexual, or verbal abuse;

Physical and emotional neglect;

A parents who is an alcoholic (or addicted to other drugs);

Witnessing a mother who experiences abuse;

A family member in jail;

Loss of a parent due to death or abandonment, including abandonment by parental divorce; or

Mental illness or a depressed suicidal person in the home

Source: (Data Resource Center for Child and Adolescent Health, 2011/2012).
What make these realities particularly relevant are the distinct circumstances of many English learners who experience violence, trauma, and chronic stress. Consider the following:

In 2015, U.S. Department of State reported that 69,930 refugees were admitted to the United States, with the largest groups coming from African, South Asian, Asian, and Latin American countries.

4.1 million children born in the United States have at least one parent who is undocumented (American Psychological Association, 2016).

Many of the nation's children of undocumented immigrants experience high levels of chronic stress from fear of deportation, living in extreme poverty, and being isolated from peers (Yoshikawa, 2011).

60 percent of English learners' families had incomes that were 185 percent below poverty level (Grantmakers in Education Report, April 2013).

In addition, very little professional literature has been written about teaching this particular population and doing so from a strengths-based perspective.

Why use a strengths-based approach?

The absence of any formal training in this area, understandably, has led many educators to feel quite unprepared to teach and work with the epic numbers of students, including English learners, who experience trauma, violence and chronic stress. Further, many teachers believe that some students' experiences are so extreme that there is little hope for them, despite all of their efforts and good intentions. This perception often puts limits and restrictions on them in terms of how they teach and interact with students as well as how they work with families. In a real sense, it has almost forced many teachers to look at students and their families as "broken" instead of as individuals who already possess inherent strengths and who can make great contributions to their classrooms, their communities, and the world. Indeed, for too long, teachers have found themselves using language to name their perceptions in terms of what they believe are impossible situations for students living with trauma, violence, and chronic stress.

Student vignette: Javier

Here is an example from Chris Homiak, a middle school English and mathematics teacher of English learners in Kansas City, Missouri. He tells us about Javier, a 7 th grade student.

Javier is a 7th grade student who joined our class after being out of school for six months. He is a n English learner whose home language is Spanish. Prior to enrolling in our school, he had recently moved across the country and was in transition, living in homeless shelters with his large family. At first, Javier answered questions very quietly, and his eyes often looked toward the floor or quickly around the room. Also, he often got out of his seat without permission and walked in a small circle near his desk.

In this example, it would be easy to pinpoint the adverse conditions and behaviors that would make Javier's ability to learn and our ability to teach him to be very difficult. However, it is important to take it a step further and look beyond "what is lacking" to find "what is already there". To accomplish this, we need to begin with a shift in mindset from what we believe is not happening and impossible to what is happening and possible. To do this we must take time to:

Identify students' existing strengths.

Honor, value, and acknowledge these strengths.

Help students become aware of their strengths.

Build instructional programming that boosts social ties and networks by drawing from students' strengths.

Let's take a look at Javier's story. What strengths can you see in Javier? At first glance, getting out of his seat without permission may seem to be an unacceptable behavior and, indeed, difficult to view as an asset. But adopting an asset-based perspective requires us to find evidence "in what students do; in what they don't; and in their intentions, hopes, successes, and even failures" ( Grove and Glasser, 2007). In this example, Javier didn't disrupt class by yelling or screaming, or by going to other students to talk to them. He contained himself in a small area, trying not to disrupt the class. This is the behavior we focus on, and the one that we want to acknowledge and reflect back to him to make it visible and transparent. Among Javier's assets is his ability to understand what he needs to turn his classroom environment into a favorable learning experience for him. In this case, it is an environment that will allow him the opportunity to engage in movement like standing, stretching, and moving his body. (Think of yourself during those long professional development trainings!) It is also evidence of Javier's good judgment, consideration, and respect for other people's spaces and time for learning because his behavior was contained and not disruptive. The goal is for Javier to see his strengths, value his own self-worth, create a personal account of his strengths, and begin to operate by drawing from it.

Let's look at what Chris Homiak did to identify Javier's strengths and what this understanding led to:
Observing him during independent work time, I saw that he had a deep capacity for abstract thinking and that he was strong in algebra. I shared my observation by saying: "Javier, you are such a strong problem-solver and algebra-thinker! I noticed that you can see patterns and break down the parts until you solve the problem." As his trusting relationships grew in our small group, I pushed him to explain his answers in more detail and to explore alternative ways for solving the same problem. Initially, he wanted to share his answers first and fast; I supported him to wait for others to catch up, and to see if he could help find their mistakes. I often turned to him to provide constructive feedback or error correction, handing over the document camera or whiteboard for him to play the teacher role.
It is greatly helpful to take time to identify students' strengths and teach by drawing from this understanding.

What strategies support a strengths-based approach?

In this article, we discuss some strategies for using a strengths-based approach in our classroom practice so that English learners, like Javier, and all students living with trauma, violence and chronic stress experience a real sense of being safe, valued, capable of learning, and worthy contributory members of their classroom communities. We consider these four essential experiences to be the basis for creating a strengths-based classroom that is inclusive and responsive to all students, and particularly to those living with trauma, violence and chronic stress.

Take time to build positive, asset-based student-teacher relationships

Working with students living with trauma, violence, or chronic stress requires us to be empathetic educators who care about our students and seek to support them. Nevertheless, we must take it a step further and strive to be asset-based teachers as well. That is, seeking, reflecting back, and honoring the many inherent attributes, values, and qualities our students (and families) possess. But it doesn't stop there. We must support them in drawing from these strengths and capacities to develop the skills, competencies, and confidence to be active learners, independent and critical thinkers, and contributory members of their learning community.

Gather as much information as we can about our students.

Use this background information to build and strengthen our relationships with students by personalizing our interactions using the strengths and assets that we continuously identify.

In Javier's story, his teacher was able to cultivate a positive relationship by helping Javier see his intrinsic assets and strengths and by capitalizing on them to engage Javier in learning. He observed Javier's curiosity and eagerness to solve problems and drew from these qualities to cultivate self-monitoring and leadership skills.

Use consistent positive, asset-based language when communicating with students.

There are many strategies that we can use to identify students' strengths and assets and build trusting relationships with them based on these, including:

An example, that can be adapted with support in a students' home language, is a high school teacher who asks students to complete questions on an index card during their first day of school. The front of the card asks them to write their name and nickname. The back asks the following, "What activities, such as sports, music, and work, are you involved or would like to be involved outside of our high school?" He meets first with individual students who leave the activity question blank and supports them in joining an after-school club, obtaining work, and/or engaging in an activity of their interest. He also takes time to visit students after school where they are participating in a sport or are at work. His sole goal is to help them see that they belong to a classroom community and that they are valued and capable individuals who have many personal strengths and assets worthy of recognition.

An example is a teacher who greets a student with personalized messages such as "Good morning, Lilliana, great to see you after that tough basketball game last night. I heard you were very determined on the court" shows that he understands what is important to the student, and at the same time, he's naming the attribute she is demonstrating (determination) which is one of her strengths. Or, in the case of Javier, his teacher took the opportunity to observe him during independent work and noticed that he had a solid capacity for abstract thinking and that he was strong in algebra. The way he reflected back these personal assets to Javier was by saying, "Javier, you're such a strong problem solver and algebra thinker! I noticed that you can see patterns and break down the parts until you solve the problem." This type of positive energy and language is one of the biggest assets that those of us that work with English learners and all students living with trauma, violence and chronic stress can bring to the classroom.

Create a physical environment that encourages students' sharing, participation and ownership of their physical classroom space.

Co-create (with students) an environment that facilitates their empowerment and voice and reinforces the skills necessary to be successful in a global society that demands constant communication, collaboration, teamwork, and innovation.

Foster unconditional acceptance, a sense of being safe, and of feeling valued and capable of learning.

Construct a physical environment that is conducive for communication and cooperation

Learning spaces have the ability to positively or negatively affect students' learning and morale. From the selection and arrangement of desks, tables and chairs, to the attention we pay to what we place on the classroom walls, every detail counts toward our efforts to keeping students engaged and maximizing their cooperation and creativity. To do this, we have to consider how to:

Students living with traumatic situations, including those who may be English learners, are likely to experience loss of control and sense of powerlessness to various degrees. As such, regaining control is crucial to coping with traumatic stressors ( Perry & Szalavitz, 2006). In the classroom, this translates to implementing practices that value and encourage all students' participation in decisions that matter to them.

For example, some groups of students may wish to work at their desks in the corner of a room, others may prefer to work on the floor, and others may want to stand at the white board. What's key is co-creating a space where students have a voice in arranging their desks, tables, and chairs and displaying (e.g., on classroom walls or tablemats) their shared ideas, opinions, and concepts to demonstrate a shared ownership of learning.

Classroom environments that promote this type of empowerment do so by building the confidence and capacity of English learners and all students to speak up, to present and address issues of their concern, to make changes, and to take risks. Students are more likely to encounter success in this process when adults become partners and provide active support.

Use predictable classroom routines and practices

What time does school actually start and should they arrive?

What should students do if there is a delayed opening or closing of school (e.g., a delay due to inclement weather)

If there is a delay, should students go directly into the school or wait on the playground?

Where should students go if they arrive at school late?

Where do they put their coats and backpacks when they enter their classroom? Where does their homework go?

What should they be doing while they are waiting for the rest of the class to arrive?

Who will be my teacher and what's his/her name?

Using routines and practices that are consistent and predictable have been found to be essential when working with students living with trauma, violence, and chronic stress ( Blaustein, 2013).

Start class

Start the lessons

Sequence the lessons

Transition students from one task to the next during the lesson

End the lessons

Support students during non-instructional time

The following questions help to form the routine responses that students need at the beginning of the school year or when a new student enrolls in our schools:

Welcome students positively by letting them know that they are welcomed and valuable members of our classroom community.

Engage students in a sharing activity about special news such as the arrival of a new sibling, an event, and/or occasion such as a birthday or a school event or sports, performance, or curricular activity. Create routines for this sharing activity to help it to be a predictable social activity.

Provide information about the day or class' schedule so that students know what to expect during the school day or class period.

Conduct a short academic or social learning experience. For example, during one meeting, a teacher asked for a student volunteer to share with his/her peers the process that students should follow when leaving from and returning to the classroom for small group instruction. His teaching goal was to support his students in making transitions and empower students in making good choices.

Support students to transition from the opening meeting to the next classroom activity by noticing and acknowledging those who show readiness.

According to Blaustein (2013), using the same routines and rituals in our classroom activities allows students living with trauma, violence and chronic stress to downshift from a fearful state where unpredictability takes control, to a calmer and more positive one where events happen in a predictable manner. These include the ways in which we:

Here are some suggestions:

Listening skills

Empathy

Social and emotional language that is needed to express their feelings to their peers and others

Attention to their own and their peers' values, assets, and strengths

Mediating their own emotions

Resolving conflict in a productive way.

Apprentice students in social and emotional communicative skills

While paired and groupwork are important methods in any classroom, an important means to support the method working more successfully is the level of trust that we create with and among all of our students. Classroom settings are ideal places for students to acquire the social and emotional communication skills that they need to work cooperatively. All students need this type of instruction so that everyone feels safe, competent, valued, and a sense of belonging. Our instruction must involve supporting students in the development and use of the following:

Design pair and group work with plans that explicitly and intentionally support students in the development and strengthening of these skills. Look for opportunities within these groups to recognize the many ways in which students, overtly or covertly, demonstrate their personal assets. Some examples of the type of language/communication that is helpful to acknowledge students' efforts and help them acknowledge others is the following:

Asset-Based Language to Describe Students' Qualities

Focusing on student strengths: Sample feedback

That is excellent use of logic.

You are being wise. That is a great quality that is coming across in your responses.

That was a very insightful thought you just shared.

That was a solid educated guess. That is an important skill.

I appreciate your willingness to collaborate.

You seem to be getting the picture after showing so much hard work analyzing this idea!

That was a great deduction you just made to figure out a possible answer. Well done!

You are showing great curiosity, which is a great way to learn.

The way you put these two ideas together shows how you are using great analytic skills in your problem solving.

I can see how much you are enjoying sharing and defending your unique ideas.

I really like how you are showing respect to your partner by listening carefully to what he is saying.

You are using your great mind to figure out an answer. Well done!

Student attributes, strengths, and values

Many English language learners who have experienced or are experiencing trauma, violence, or chronic stress are demonstrators of great tenacity and determination. Despite the many horrendous and traumatic experiences that many have experienced, living through civil strife, natural disasters, war, extreme poverty and more, they still find the energy to show up in our schools and classrooms every day. This energy reflects one of the many attributes, strengths, and values that they possess. How many other intrinsic qualities and values hidden under adversity can you identify in the students and families you serve? Although not an exhaustive one, this list can help you identify them.

Adapted from Glasser, 2011, p. 64-65.

Final Thoughts

Adopting a strengths-based approach allows us to draw from our students' internal strengths and capacities. It also supports the academic and social-emotional growth of all students - including English learners like Javier.

The strategies and the ideas found in this article are a small sampling from our book Teaching to Strengths: Supporting Students Living with Trauma, Violence and Chronic Stress. It is our hope that by using these our classrooms can be transformed into safe, productive, and positive places where all students can see their many strengths and unlimited human potential.

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Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress

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Using a strengths-based approach allows educators to draw upon students' internal strengths and capacities, and it can be a particularly powerful practice for English learners who have experienced trauma, violence, or chronic stress.

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Talking with Children About Deportation - First5

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Talking with Children About Deportation - First5

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Approaching Immigration Trauma/Stress Tips for Caregivers

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The following guides and reports provide information about family separation due to detention and deportation, safety planning and child welfare for families facing deportation. The documents provide tools for preventing family separation, resources for families caught between the immigration and child welfare systems, and a comprehensive approach to the question on the lips of every mother facing deportation: "What about my children?"

Las siguientes guías y informes proporcionan información sobre la separación de familias debido a la detención y deportación y guías para las familias que enfrentan la deportación. Los documentos proporcionan herramientas para prevenir la separación de la familia, recursos para las familias atrapadas entre inmigración y el bienestar del niño y un enfoque integral a la pregunta en los labios de todas las madres que enfrentan la deportación: "Qué pasará con mis hijos? "

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The following guides and reports provide information about family separation due to detention and deportation, safety planning and child welfare for families facing deportation. The documents provide tools for preventing family separation, resources for families caught between the immigration and child welfare systems, and a comprehensive approach to the question on the lips of every mother facing deportation: "What about my children?"

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California resources start on page 27 (page 32 of overall document)

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