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Undocumented Students and School Counseling

The United States has had a substantial inundation of undocumented persons come into the country seeking a safe and happy home for their families. With the influx of these immigrants, schools have seen many new undocumented students, so this topic is of utmost importance to school counselors servicing these undocumented students, especially with funding higher education. According to Holbrook (2017), "the U.S. Supreme Court decision Plyler v. Doe (1982) ruled that students in K-12 public education settings cannot be denied access to free schooling based on immigration status." Even though these students are able to go through elementary to high school graduation as an undocumented student, higher education proposes an issue. Even though in 1964, Title IX outlaws federal funds from being denied due to homeland, this law is not clear to those who are not citizens of the United States (Holbrook, 2017). School counselors must be aware of federal and state policies to be able to help these undocumented students fund higher education (Nienhusser, Vega, & Carquin, 2015).
Ethically, discrimination is against school counseling principles, but as the laws change, school counselors must be prepared in how they service the students (Holbrook, 2017). School counselors must be an academic, social, and emotional advocate for undocumented students in the United States.
School counselors are advocates for all students that they come in contact with in schools. They must be aware of the laws and ethical principles that surround undocumented students, especially when preparing them for higher education. School counselors must be aware and prepared to serve as a support for all aspects of these students' academic, social, and emotional development.

References

Holbrook, E. (2017). Counseling students with DACA/undocumented immigration status. Counseling Today. Retrieved from https://ct.counseling.org/2017/12/counseling-students-daca-undocumented-immigration-status/

Nienhusser, H., Vega, B., Carquin, M. (2015). Bridging the gap: Guiding the college search of undocumented students. Journal of College Admission, (229), 30-34. Retrieved from http://eds.a.ebscohost.com.easydb.angelo.edu/eds/detail/detail?vid=0&sid=ec069f6a-2974-4cd1-91e8-e2f49ca2735d%40sessionmgr4010&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=111803655&db=eue

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Counseling students with DACA/undocumented immigration status

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I was 15 years into my career as a professional school counselor when I met a young man who opened my eyes to the life of navigating the education system as a student with undocumented citizenship status. I was working in an upper-middle-class suburban high school in South Texas. This college student, who had recently graduated from our high school, spoke to our counseling staff about his experiences as a high school student with undocumented status and how Deferred Action for Childhood Arrivals (DACA) changed his life.

Ranked in the top 15 percent of his graduating class, with strong SAT scores and extracurricular involvement, he was a strong admissions candidate who also had scholarship potential. Yet, he thought his immigration status made pursuing a college degree impossible.

He kept his immigration status a secret from educators, including his counselor, until his senior year of high school, when he "came out" (his words) to a teacher he trusted. He feared exposure for himself and his family, social stigma with peers and even possible deportation. He sought DACA soon after it became available in 2012. He got a Social Security number, a work permit and a driver's license. Most importantly, he experienced some relief from the burden of carrying a secret that had eaten at him since his mother brought him and his sister to the United States when fleeing an abusive marriage.

His former counselor asked him to come speak to our counseling staff because she felt she had failed him due to her lack of information and our counseling staff's lack of communicating the safety zone of the counseling office. After he spoke, I came to realize that a hidden, underserved student population existed in many schools. His story inspired my pursuit of this topic both for my dissertation and for professional growth as a counselor.

As I explored this topic, it became apparent that many educators did not know how best to serve students with undocumented or DACA immigration status. Additionally, I learned that broaching the topic produced reactions ranging from knowledgeable support to embarrassed ignorance to xenophobic revelations. I chose to put this research interest into practice to gain better insight.

I have interviewed students with DACA/undocumented immigration status for my dissertation, volunteered with advocacy organizations, led counseling groups for high school students and presented about this topic in conferences throughout the United States (including at the 2017 American Counseling Association Conference in San Francisco). It is from this perspective that I offer these suggestions to my fellow counselors in high school and college settings.

Reflect on your legal and ethical obligations as a counselor. Be aware that the U.S. Supreme Court decision Plyler v. Doe (1982) ruled that students in K-12 public education settings cannot be denied access to free schooling based on immigration status. This does not extend into postsecondary education access. Those working at any level of education or in nonprofit organizations should know that Title IX (1964) prohibits discrimination based on race, color or national origin for organizations that receive federal funds. To not assist students with DACA/undocumented status could be defined as discrimination based on national origin, but this is not clearly defined.

Counselors have ethical obligations not to condone discrimination due to immigration status (see the 2014 ACA Code of Ethics, Standard C.5.). As judicial, legislative and executive actions continue to change, counselors might need to prepare for how their ethical obligations could collide with new laws. Consider how handling records, explaining/maintaining confidentiality and protecting clients may need to change.

Learn the unique steps and pitfalls involved in these students' paths to college and career access. Counselors need to know that getting In-State Residential Tuition (ISRT) is a state-by-state decision. At this time, many students with DACA/undocumented status can get the same tuition rates as their citizen peers based on residency, not citizenship. Students with DACA/undocumented status do not get access to federal student financial aid via the Free Application for Federal Student Aid (FAFSA). Sometimes, however, students with DACA status mistakenly file for FAFSA because they have been issued a Social Security number.

Also keep in mind that most DACA recipients are college age or in the workforce. At every presentation I have conducted, I have been approached by counselors or teachers with DACA status. That means that you might have co-workers affected by the DACA decision. Most high school students did not qualify for DACA due to their entry date to the United States. With DACA ending, the number of students with undocumented status appears to be increasing.

Understand the emotional struggles associated with DACA/undocumented status. These students are part of the first generation of their families to go to college, which can be overwhelming in itself. But in addition, they can also harbor reasonable fears associated with their immigration status. Most come from mixed-status families and fear deportation for themselves or their family members. Parents may have instilled in their children the need to keep the family secret.

Those with DACA status may regret having exposed their identity to the government, and they now live with certain deadlines regarding their protection from deportation. Those who did not seek DACA status may regret not joining a group that may get some answers to this predicament. Facilitate empowerment by connecting these students with postsecondary mentors and support organizations that foster their agency.

Be aware of how current public policies affect these students personally. According to Harvard professor Roberto Gonzales, these policies create a state of liminality (betweenness) for these students. Not having citizenship status and not having a path to citizenship in their home country puts them between countries in a manner unique to their situation. The lack of certainty is a constant; long-term plans can seem useless. Supreme Court decisions can be overturned as part of a multitiered process, executive actions can be issued swiftly, and bills going through Congress can stall. Counselors can help students understand these processes.

If you work on a college campus, you have probably seen petitions, rallies and information sessions. Many of these students are seeking support, but they may get discouraged as they see the spotlight move to other current issues. They are practicing acts that citizens employ regularly, but they do not have the protection of citizenship. Going public is risky and can create emotional responses. In addition, citizenship can be taken for granted by those who have it. For those who do not have it, perceived apathy on the part of citizens can be offensive and further trigger emotional responses.

When I began my learning journey about students with DACA/undocumented status, I had no idea it would become a highly charged political issue. In light of recent events, I felt an obligation to share with the counseling community what I have learned. I also want to thank the students, educators and community service members who enlightened me about this hidden student population.

*****

Elizabeth Holbrook has more than 20 years of experience counseling in K-12 public schools. She is currently a professional school counselor in Northside Independent School District in San Antonio, Texas. She is also an adjunct professor at Our Lady of the Lake University, where she teaches graduate-level students in the school counseling program. Her dissertation, "Exploring the experiences of students of Mexican descent with Deferred Action for Childhood Arrivals status," can be found at athenaeum.uiw.edu/uiw_etds/22/. Contact her at Elizabeth.holbrook@nisd.net.

*****

Related reading, from the Counseling Today archives: " Mental health implications of undocumented immigrant status "

****

Opinions expressed and statements made in articles appearing on CT Online should not be assumed to represent the opinions of the editors or policies of the American Counseling Association.

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Counseling students with DACA/undocumented immigration status - Counseling Today

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I was 15 years into my career as a professional school counselor when I met a young man who opened my eyes to the life of navigating the education system as a student with undocumented citizenship status. I was working in an upper-middle-class suburban high school in South Texas.

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The United States Department of Education is doing an investigation into an incident in Georgia where a policy states that bathrooms correspond with gender identities.

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The U.S. Department of Education's office for civil rights will investigate whether a Georgia school district created a "hostile environment for girls" when it implemented a policy that allows transgender students to use restrooms and locker rooms that correspond with their gender identities.

The investigation comes after a parent claimed their daughter was sexually assaulted in a girls' restroom at a Decatur City elementary school "by a male student who identified as gender fluid," according to a Sept. 14 letter from the federal agency to an attorney for Alliance Defending Freedom, a conservative Christian organization that has opposed transgender student policies and helped file the Georgia complaint.

The office for civil rights will investigate both the district's policy and how officials handled the family's sexual assault complaint.

The district responded in a statement that said it is "committed to supporting all students."

"We are aware of the unfounded allegations made by the Alliance Defending Freedom," the statement said. "We fully disagree with their characterization of the situation and are addressing it with the Office of Civil Rights."

Hostile and Unsafe?

If the complaint is found to be valid, the investigation could trigger a dramatic shift for how transgender students are treated in public schools and set the stage for legal battles between the federal government-which currently takes no position on transgender student rights-and states that identify gender identity as a protected class in their own laws and policies.

A growing number of states have such nondiscrimination laws, which require schools to allow transgender students to use the restrooms and locker rooms of their choice. At issue in the complaint: Do such policies violate Title IX, the federal law that prohibits sex discrimination in schools, by creating a hostile and unsafe environment for girls?

The office for civil rights has some discretion in what complaints it investigates, taking several steps to determine if the complaint falls under applicable civil rights laws. An investigation does not imply that the agency has determined the complaint has merit, the letter said.

One of U.S. Secretary of Education Betsy DeVos' first official actions was to rescind Obama-era guidance, issued in 2016, that said public schools must allow transgender students to use the restrooms and locker rooms that match their gender identity, or risk a federal civil rights investigation. Citing growing court precedent, that guidance argued that Title IX applies to gender identity, rather than sex. In rescinding the guidance, DeVos and U.S. Attorney General Jeff Sessions took no position on the issue, leaving it to states and districts to interpret federal law.

Advocates for transgender students argue that allowing them access to school facilities that match their gender identity is an issue of basic dignity. In state-level hearings over possible school restrictions, mothers of some transgender students said their children had grown dehydrated when they refused to drink water at school to avoid the need to use restrooms where they felt unsafe.

Several federal judges have sided with transgender students in lawsuits over the issue, citing Title IX and the equal protection clause to the U.S. Constitution.

But opponents of providing such access argue that it violates the privacy rights of other students and creates potential safety risks if, for example, boys use them as an excuse to use girls' facilities.

"This situation was both deeply tragic and avoidable," Alliance Defending Freedom Attorney Christiana Holcomb said in a statement.

"Schools have a duty to protect the privacy and safety of all students and Decatur Schools clearly failed this young girl. The current approach that many schools are taking of passing these transgender bathroom policies isn't working; they fail to provide basic privacy or ensure the safety of all students."

Advocates for transgender students pushed back. Schools have accommodated transgender students without problems for years, they said.

"Every allegation of sexual assault must be taken seriously, and each deserves a full, thorough investigation that respects the rights and privacy of survivors," the National Center for Transgender Equality said in a statement. "We are deeply concerned, however, that the Department of Education will inject politics and ideology into its investigation of the school's handling of this incident," the center's statement said. "We know that policies affirming the rights of transgender students do not increase the safety risks for any child."

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Feds Probing Transgender Policy, Alleged Assault

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The U.S. Department of Education's office for civil rights will investigate whether a Georgia school district created a "hostile environment for girls" when it implemented a policy that allows transgender students to use restrooms and locker rooms that correspond with their gender identities.

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Undocumented students status in America is in question as the Trump administration concludes its stance on protection under Deferred Action for Childhood Arrivals (DACA).

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Perspective
Since the Trump administration announced last fall it would end the Deferred Action for Childhood Arrivals program, or DACA, which allots protections and work permits to people brought to the country illegally as children, hundreds of thousands of undocumented immigrants have been waiting to find out: Would Congress come up with a way to help them?
For that group, known as Dreamers, which includes nearly 9,000 U.S. educators and many more school-age children, last week's budget negotiations were supposed to offer an answer. But after a government shutdown was resolved on Monday, lawmakers are still in disagreement about immigrants' legal protections. Senate Majority Leader Mitch McConnell, R-Ky., pledged to vote on a bill to resolve DACA and border-security issues by early February.

A recent Education Week Research Center survey showed that the majority of educators (70 percent) are supportive of the DACA program. They have more conflicted feelings about immigration in general: Forty-four percent of educators surveyed said they think the impact of immigration on schools is "mixed," while 38 percent think it's a good thing. About 8 percent said immigration is bad for schools.

With debates still in full swing, we asked a handful of educators to weigh in on the latest proceedings. As the immigration conversation continues and DACA hangs in the balance, how do they think lawmakers should move forward in the coming weeks?

Lawmakers Should Sit Down With Students

My students, who are all immigrants to the United States, arrived too recently to have benefited from DACA. Most of them came to the nation's capital as unaccompanied minors from El Salvador, Guatemala, or Honduras in the last several years. But because some of them are undocumented, they would take news of any legislation that enables undocumented immigrants to get permanent legal status in the United States as a sign of hope. Of course, those who are undocumented would be elated if a new law gave them a chance to legalize their status.

My students often express gratitude for the opportunities they have here. Some had stopped going to school in their home countries because of poverty or gang violence. Now, the majority of my students juggle high school and work. In fact, according to a survey taken by my school's guidance counselors, 78 percent of the 75 juniors taking my English classes have jobs. Some of the city's fanciest restaurants, including ones frequented by members of Congress, employ my students. In January, Chef Jose Andres argued in The Washington Post that revoking protective status for Hondurans, Salvadorans, and Haitians could devastate the restaurant industry at large.

I often wonder how the perspectives of policymakers might change if they sat down with the kitchen staff in one of those upscale restaurants where they dine and heard their stories-and really listened. If they talked to any of my students, I believe they might be inspired by my students' dreams to eventually make contributions to their communities as psychologists, nurses, or computer engineers. I ponder whether such interactions would change the tenor of the debate over immigration policies.

Mary Ann Zehr teaches history and English in the International Academy at Francis L. Cardozo Education Campus in Washington. She is a former journalist for Education Week who specialized in writing about English-language learners.

Legal Status Does Not Determine Character

As a teacher in inner city schools in Southern California for almost four decades, I had many outstanding young people in my classes whose parents brought them to America illegally. I also had some very destructive young people in my classes whose parents brought them to America illegally. I can say the same thing for those born in America. Legal status does not determine whether a person is outstanding or destructive.

President Trump's policy on immigration is correct: All immigration should be based on America's national interest. Granting legal status should not be based on a lottery or on what time period of their lives individuals were brought to America. DACA recipients and immigrants whose relatives already have legal status should apply for legal status as individuals. Only the outstanding young people who want to assimilate as Americans, who have skills and talents to contribute to America's national interest, should be granted this status.

Legal status should not be given to any immigrant who has committed crimes; if they have, they should be deported and never be allowed to apply. A fair immigration policy should also prohibit undocumented immigrants from collecting welfare, so they are not a burden on American taxpayers.

Those immigrants who followed U.S. laws and came to America legally should be eligible for a path to citizenship. Any immigrant who enlists in our Armed Forces should also be eligible for citizenship after they have successfully completed their enlistment.

America is a land of opportunity. As in every other aspect of life, we should judge people by the content of their character.

Joe Sackett taught 7-12 grade world history, U.S. history, economics, and AP government in Southern California for 38 years.

A Matter of Racial Equity

My reaction on DACA is one of frustration and, frankly, indignation. I can't imagine the ever-present cloud of fear and anxiety that lingers over so many families whose fate hangs in the balance until Feb. 8. While Democrats and Republicans wrangle over the terms of a deal and attempt to control the narrative, it's important to remember the level of terror Dreamers constantly live under.

Immigration raids have intensified, with Immigrations and Customs Enforcement sweeping up undocumented people at their workplaces and while they travel to and from school. These measures are justified by allegedly targeting "criminals," but have largely been indiscriminate in their application.

With the end of DACA and the potential of reducing family migration and ending the diversity visa lottery, it's clear that people from African, Asian, and Latin American countries will be disproportionately impacted. This is a matter of racial equity. If lawmakers do not reach a resolution, it will likely lead to a rise in absenteeism among undocumented students and the students of undocumented family members' and other risk factors that will negatively impact student outcomes.

It's irresponsible for our nation not to find a humane, long-term solution for absorbing a population of undocumented people who came here as youths into the American franchise. Educators no doubt have differing opinions. What I hope remains consistent is the position asserted in the Supreme Court's 1982 ruling of which ensured equal access to education for undocumented students. This ruling essentially argues that holding children responsible for the acts of their parents "does not comport with fundamental conceptions of justice."

Some 800,000 Dreamers are in the United States, many of them working, going to school, and contributing positively to American society. They deserve to have a clean Dream Act that charts a path for obtaining citizenship, without using a border wall as a bargaining chip. At minimum, educators should stand is solidarity with their students as they fight to become naturalized and keep their families composed.

James E. Ford is a principal consultant at Filling the Gap Educational Consultants, LLC, in Charlotte, N.C., and the 2014-15 North Carolina Teacher of the Year.

Bringing Together Two Americas

When I was a kid, the town where I now teach was almost 100 percent white. Over the past generation, it has become about 40 percent Latino. When that wave of immigration happened, Jim Rollins, the superintendent of our school district in Springdale, Ark., faced a version of the choice that faces Congress as they decide what to do about DACA: Given that we have two Americas, do we build bridges or walls?

Rollins found himself caring for two very different groups of students and families-white, religious conservatives who had lived in the region for generations, and newcomers from Mexico, El Salvador, and the Marshall Islands who struggled to learn English and make a new home.

He could have resisted the influx of immigrants, made excuses for the dive in test scores, and funneled the new arrivals into second-class schools. Instead, he chose to convey a clear message to every teacher in the district: "It doesn't matter whether a child comes from across the street or across the ocean. The minute they walk through that classroom door, they are our kids."

Every teacher in the district was trained in the gradual release of responsibility model, an approach that builds in structured conversation, active learning, and language support. The district developed a program for parents to learn English and attend school alongside their children, which has grown to over 300 Latino and Marshallese moms, dads, and grandparents.

Our superintendent brought together two Americas, in ways that were moving and sometimes hilarious. At a back-to-school event, a group of Latino and Marshallese children sang a song in rhythmic, perfect English. Then a red-haired white student burst onto the stage, mic in hand, and began to rap ... in Spanish.

At our back-to-school event this year, Rollins took the stage. The first words he spoke were, "In Springdale, we don't build walls. We build bridges." That decision has made all the difference.

Justin Minkel is a 1st and 2nd grade teacher at Jones Elementary in Springdale, Ark., a high-performing, high-poverty school where 85 percent of the students are English-language learners.

Finding a Win-Win Situation

I do not claim to be an expert, because there are many variables involved in this complex situation. There is the side of humanity and compassion, and there is the side of economics, practicability, enforcing the law, and financial sustainability.

I have many friends from Mexico and know that around 5,000 public school teachers in California were eligible for DACA status. I understand wanting a better a life for your family. As a mother myself, I would do anything to help my children attain a bright and hopeful future. I also do not like to see families split up. My heart is for the children, and I believe if we can do something to keep families together so the kids can be raised by both parents, we should try to make that happen.

DACA young adults who are not breaking the law and who are acting responsibly through working and trying to better themselves should be given an opportunity for citizenship. I know adults who came here both legally and illegally who are now very successful in their careers. Many of them have told me they believe illegals should ambitiously aspire to become legal and seek to be tax-abiding citizens by respecting the laws. They feel opportunities should be given to DACA young adults to become legal, especially since they were brought here at an age when it was not their choice. However, those who now have citizenship feel that there are many people taking advantage of the system.

I realize a line has to be drawn somewhere. We cannot set up a law and then fail to enforce it; this is how we got into this dilemma in the first place. We need to set laws that are good for our country as a whole, and at the same time, have reasonable steps in place to assist responsible immigrants in obtaining citizenship.

I know I'm oversimplifying things, but I pray we can find a win-win situation. Our country was built on immigrants, so we need to embrace that heritage and encourage contribution of diversity, while at the same time not enable dependency.

Brenda Lebsack is a K-6 adapted physical education teacher in Santa Ana Unified School District and a trustee of Orange Unified School District in California.

Keeping Undocumented Teachers and Students in Mind

I'm always trying to look for what's best for my students. I currently work at a small charter school as an administrator. I've connected to different DACA students at my school who share a similar story to mine: I, too, am an ex-DACA recipient and have faced that limbo and daily uncertainty.

We are lucky that our school has been very supportive. We were even able to take political action when DACA was rescinded last September, going with 70 students to stand in solidarity with Dreamers at a local protest.

I try to support students and listen to them. The only thing I can do is give them hope to continue working hard for their education. I try to provide the resources necessary for them to succeed in school and on their path as individuals, to be resilient to the changes and barriers they face. This means helping them fill out forms for state financial aid and finding outside scholarships that don't require a social security number. These supports made a difference in my education, so I want to share those same opportunities with my students.

We need to keep our undocumented students and teachers in mind when we talk about immigration issues. I try to ground myself in pushing for DACA legislation and including other folks who have been in the struggle and not reaped the benefits. There have been people fighting for the Dream Act for years who have not qualified for DACA because of age or other circumstances. Although I now have legal status, I don't forget where I came from and will continue to fight for my family, my students, and my community, especially during these uncertain times.

Udell Calzadillas Chavez is the front office manager at Monte del Sol Charter School in Santa Fe, N.M., and a Teach For America 2016 corps member.

Constant Change Brings Frustration

As a former teacher and current organizer with Angelenos Organizing for Education, I consistently shuffle through media sites and news channels for the latest information on DACA. To say that there have been inconsistencies in the information that is out there is an understatement. The most recent information states that as part of the agreement to end the government shutdown, Senate Majority Leader Mitch McConnell has promised action "around" immigration.

This could mean a number of things, but the deadlines, renewal opportunities, and decisions themselves change on a daily basis and continue to bring frustration and stress to households around the country.

For me, this is personal. I still keep in touch with many of my former students and their families, and for many of them, their livelihood is threatened. I watched many of these 16- and 17-year-olds walk throughout the neighborhood of Fullerton, Calif., asking residents to push their representative, Ed Royce (R-Calif.), to vote for a clean Dream Act. My students, like many students around the country, are hardworking, intelligent, and passionate individuals that deserve the opportunity to continue living the American dream.

My hope for my students and all of the DACA recipients in the United States involves a clean Dream Act, which would provide a pathway to citizenship and a permanent, legislative solution for undocumented immigrants who came to this country as children. Through the efforts that my students and many students around the country have put forth, I see that my work as an organizer is more meaningful than ever.

Genesis Keller was born and raised in the Greater Los Angeles area. She is a former middle and high school special education and journalism teacher in northeast Los Angeles and a current organizer with Angelenos Organizing for Education. She continues to work to work with students in the organizing capacity, helping them develop their skills and interests in community organizing.

A Challenge to Teachers' Efficacy

I teach math in a middle school where more than 80 percent of the student body identifies as Latino or Hispanic. My role as a teacher is to facilitate my students' intellectual growth so that they can attain their goals, regardless of their background. However, my efficacy as a middle school teacher is challenged by my students' legal status. A significant proportion of my students are undocumented immigrants who entered the United States with their families to escape the violence or extreme poverty back in their home countries.

While other kids their age worry about school and the awkwardness of puberty, my undocumented students bear the added burden of worrying about tenuous legal status. Without DACA's protections from deportation and opportunities to find employment, they are condemned to living on the fringes of American society-taking low-paying jobs under-the-table, feeling deterred from reporting crimes to the police, and lacking the means to contribute to the country they grew up in.

My students dream about being police officers, doctors, engineers, and scientists. Without DACA or any other pro-immigrant legislation, their goals will be difficult-and even impossible-to obtain. It frustrates me how little I can do to help my undocumented students succeed. DACA has provided a beacon of hope for undocumented youths wanting to improve their circumstances. If Congress and the president fail to pass a bipartisan solution on immigration, children and young adults will be punished for coming into and growing up in the United States, a supposed offense in which they had no say. An entire generation of lives is currently at stake.

Yoo Eun Kim is a middle school math teacher in Boston and a 2016 Teach For America corps member.
All photos courtesy of the authors.
Vol. 37, Issue 19, Page 27

Published in Print: February 7, 2018, as Teachers Weigh In on DACA

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'Do We Build Bridges or Walls?' Teachers Weigh In on DACA

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Perspective Since the Trump administration announced last fall it would end the Deferred Action for Childhood Arrivals program, or DACA, which allots protections and work permits to people brought to the country illegally as children, hundreds of thousands of undocumented immigrants have been waiting to find out: Would Congress come up with a way to help them?

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The topic I chose to discuss is how school counselors support undocumented students. I chose this topic because my current school has had a large arrival of undocumented students to the district. These students are faced with many challenges in a new country. School counselors have legal and ethical standards that come into play when servicing these students.

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Upon graduation from Angelo State University, I hope to fill the role of school counselor.

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Exploration 1: American School Counselor Association (ASCA)

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Exploration 1: American School Counselor Association (ASCA)

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The American School Counselor Association provides many posts and insights on legal and ethical issues that face school counselors today. Upon exploring the site, two legal issues that school counselors are facing that stood out were reporting of suicide and child abuse and funding for school counseling in elementary and secondary schools.
The article entitled, "Suicide and Child Abuse Reporting," states that many times students will convince school counselors that even though they had expressed suicidal thoughts, these thoughts are not something that they will act upon. When the school counselor feels as though  the student is not at risk, they will not pursue further and tell the parents. According to Stone (2018), school counselors should have no discretion regarding expressions of suggesting suicide. They must give parents the ability to act in preventing the situation.
Another article on the ASCA website relates to funding for school counselors. There is a proposed bill that will provide schools with more school counselors, psychologists and social workers (American School Counselor Association, 2018). This bill would provide grants to school districts in order to provide more support service staff.

References
American School Counselor Association. (2018). Legislative affairs. Retrived from https://www.schoolcounselor.org/school-counselors-members/legislative-affairs

Stone, C. (2018). Suicide and child abuse reporting. Retrieved from
https://www.schoolcounselor.org/magazine/blogs/july-august-2018/suicide-and-child-abuse-reporting

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Bridging the Gap: Guiding the College Search of Undocumented Students

http://eds.b.ebscohost.com.easydb.angelo.edu/eds/pdfviewer/pdfviewer?vid=5&sid=8ad249c3-4c7b-4018-a4ca-cf7932cd6028%40pdc-v-sessmgr06

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Exploration 2: American Counselor Association

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Exploration 2: American Counselor Association

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Upon reading the articles on the American Counselor Association site, it is clear that funding for school counseling is one of the biggest issues facing school counselors today. Funding is needed to provide students with more access to services that is very much a necessity in school counseling today.
Another federal issue that faces school counselors today is undocumented students. Because of the influx of undocumented immigrants to the United States, school counselors face many issues in providing support to these students. Even though undocumented students have the right to have an education, school counselors must find ways to support those students when funding for higher education. Undocumented students are not able to qualify for financial aid and loans, so school counselors must be aware of other ways to help these students in pursuit of a higher education (Morrison, Walley, Perez, Rodriquez, Halladeen, & Burdier, 2016). Also facing these students is the uncertainty of the Deferred Action for Childhood Arrivals (DACA) program. School counselors must be a support for these students in many ways.

References
Morrison, S., Walley, C., Perez, C., Rodriquez, S., Halladeen, I., Burdier, V. (2016). School counselors working with undocumented students. Vistas online, (43), 1-12. Retrieved from https://www.counseling.org/docs/default-source/vistas/article_4383fd25f16116603abcacff0000bee5e7.pdf?sfvrsn=1deb452c_4