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Supporting Immigrant Students During Uncertain Times: Tips for ELL Educators

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As an educator who works with English language learners (ELLs), you may find that your students and families are directly affected by immigration issues, including public debates, changing policies, and local enforcement. Here are some ideas for supporting students and sustaining family partnerships.Special thanks to educators from the Twin Cities area that contributed to this article.OverviewEducator Comments”Thank you for writing this article! Colorin Colorado is a go-to resource for many ELD teachers and a trusted resource to support ideas and proposals they bring forth at the district level. Understanding the legal issues around immigration and schools is important, and an area where there are many misconceptions.”“This article will help educators who may have lower EL enrollment and who want to make a difference.“Students from immigrant families are enrolled in schools across the country. As a result, immigration policies — and changes to those policies — have the potential to affect millions of students in U.S. schools and early childhood settings.According to Education Week:In 2023, nearly 2.5 million children under the age of 18 were born in a country other than the U.S. (Migration Policy Institute)In 2023, nearly 18 million children under the age of 18 in the United States had one or more foreign-born parent of various legal statuses (U.S. Census)About 651,000 undocumented immigrant children ages 3 to 17 were enrolled in U.S. schools (Migration Policy Institute’s analysis of U.S. Census data)About 6.3 million children live in mixed-status households (Migration Policy Institute), in which at least one member of the household is undocumented, while others are U.S. citizens or authorizedIn addition, all children born in the United States — including children of undocumented immigrants — are citizens. However, public discourse and efforts to change this may lead to confusion on this topic.Immigration issues impact students in a variety of ways. For example, educators may notice:Student concern, stress, fatigue, withdrawal, or lack of motivationFamily concerns about school policiesDrops in attendance or enrollmentAn impact on family stability and security when a caregiver or breadwinner is no longer availableThere are several things that educators can do to support their students. These ideas are based on experiences and anecdotes of veteran ELL educators.Immigrant Students’ RightsBecome familiar with immigrant students’ legal rights.All students have the right to a free, public K-12 education, regardless of their immigration status or that of their parents. This includes access to services and programs such as free- and reduced-priced meals, English-language development classes, special education, and school activities. In addition, students have additional educational, civil, and privacy rights regardless of immigration status.It is critical for schools and districts to:Understand what those rights areReview whether their policies protect those rights for all studentsUnderstand how those policies are being implemented throughout the districtEnsure that staff understand those rights and policies, particularly if they are work in the front office or help with enrollmentIn addition, states may have additional policies and laws in place. (This resource for educators in Minnesota compiles relevant federal and state policies in one spot.) If educators in your settings are not familiar with those rights, talk with administrators about options for staff training.Ask for clarifications on school policies if needed.If you aren’t clear on your school policy regarding interactions with law or immigration enforcement, ask an administrator for guidance. If the district does not have a policy in place, you may wish to share some examples from other districts as a way of jumpstarting a conversation about this important topic. And if you see that there are misconceptions on these issues in your setting, bring your concerns to administrators, along with related resources if needed.In addition, schools should also have a plan in place on what to do if caregivers are detained during the school day. Schools may also wish to connect families with partners who can help them fill out paperwork to name alternate guardians for their children (often called a Delegation of Parental Authority, or DOPA, form). These issues are challenging to navigate under any circumstance, but having a plan and protocols in place can make a big difference for students’ well-being and is preferable to figuring out what to do in real time.Understanding Immigration IssuesIdentify the issues that are impacting your families.The better you know your families, the better you will understand which issues they are navigating. Family liaisons and community organizations can be an important source of information on families’ questions and concerns. These issues may include:Changing policies that impact families’ legal status (e.g., Temporary Protected Status, specific visa programs, refugee designations, or country-based programs)Detention and deportation of family members, including children and young adultsLocal immigration enforcementConsidering returning to a home countryIn addition, keep in mind the following:Mixed-status families can face complicated challenges that may impact caregivers.Policies and enforcement focused on a specific community may also impact individuals and families with legal status.Keep an eye out for basic needs that aren’t being met.Families may also be dealing with issues related to food, housing, employment, health care, and mental health. Food insecurity may be a particular issue if families have lost income or are not going out to shop. According to a school leader in the Twin Cities area,“We are hearing about a lot of food insecurity. So as a result of that, our social workers in our school are taking up donations to create go bags for families…We are volunteering to grocery shop for them and drop materials off and really do whatever it takes to keep them safe and comforted in a very challenging time.” She noted that attendance at her school has dropped by about 30 percent recently.Helping families address basic needs is an area where school support and partnerships with teacher’s unions, local volunteers, organizations, and businesses can make a significant difference, particularly in the areas of food security.In addition, transportation for students and families may be a challenge if:The people they previously relied on are available to transport themThey no longer have access to a vehicleThey are not currently using public transportationKeep in mind that the impacts of immigration issues will look different for various age groups.Educators of young children should watch for signs of trauma that can impact healthy development and attachment.Educators of older elementary and secondary students should be aware that the students may have additional responsibilities at home (financial, caretaking for younger siblings, managing contact with detained family members, etc.). They may also be experiencing high levels of stress, trauma, and anxiety that they don’t share at home because they don’t wish to add to their families’ burdens at home. And they may lose motivation at school in the face of increased uncertainty.Maintaining Students’ Access to LearningKeep an eye out for changes in attendance, enrollment, and family engagement.Schools may see a drop in student attendance or family participation at school events. And some schools may see a decline in enrollment if families move to a new state or community or decide to return to their home country. If you notice these trends, be sure to communicate them to administrators at the school, district, and state levels.In addition, it may be worth starting a collaborative conversation about re-examining attendance policies, such as automatically “dropping” students from enrollment after an extended absence or jumpstarting truancy proceedings (which sometimes lead to court appearances that caregivers may be fearful to attend). If school leaders are skeptical about these changes or the broader impact of immigration on students, look for opportunities to share experiences from your school community while maintaining student privacy. Prepare for the possibility of virtual learning and family engagement.Virtual learningSome schools or districts may choose to offer a virtual option, or even move the district to remote learning for a time. Think about what you and your students would need for virtual learning. Do they have devices and internet access? Even though we’ve come a long way since the early days of the pandemic in terms of online learning, digital access may still be spotty and not all families will have access to a stable internet connection. It’s also worth thinking about what online learning platforms you would use and how to help your students get comfortable with these tools.In some cases, virtual learning may be an option that is offered; in others, a district may move to remote learning for all students, so it’s important to think through both scenarios.Family engagementConsider offering Flexible/Virtual Parent-Teacher conferences or events to allow families to stay connected and participate in conferences from home. In addition, it is important for educators to be aware of any guidance regarding the conference conversations and be mindful of families’ current context and bandwidth — focus on what is most critical.Look for opportunities to maintain routines and consistency for students.Even if there is upheaval in students’ daily lives or within the community, look for ways to provide some consistency where possible. In addition, keep in mind that, if you work with ELLs, you are an important adult in their day who can be a positive and steady presence. These may seem like small things, but they are important contributions to students’ well-being during periods of uncertainty. The strength of consistencyPrincipal Mark Gaither of Wolfe Street Academy (Baltimore, MD) writes,“Consider the strength of consistency in stressful, uncertain times. The advice for educators I would say is the same as for many situations where trauma is in play: be at work every day, listen, take the time to connect (even if it is not about the specific fear or stressor but instead about the positives in a kid’s life); be aware of indicators of critical stress that might lead to self-harm; educate yourself about how kids respond to stress so that you don’t misunderstand inappropriate behavior as ‘being bad’ but see it for what it is, a response to traumatic stress…That is where letting them (kids, families, etc.) know that you are a consistent member of their world can really help.“Social-Emotional SupportLook for ways to support students’ mental health.This might involve:Training for staff, counselors, and teachers in trauma-based practicesUsing small group sessionsAsking families for their input on what practices are appropriate in their cultureCreating partnerships with local hospitals, universities, and health organizations to provide additional trained professionalsIn addition, use social-emotional learning strategies on a regular basis, such as daily check-ins, teacher mailboxes, and mood boards. (You can do many of these activities online as well.) Use that feedback to guide instruction and check in with individual students who need it.See more ideas in our related tip sheet, Mental Health Support for Immigrant Students.Look for ways to continue positive interactions.Allow students time to be creative, social, and collaborative. And let them know it’s ok to enjoy positive things that might happen in the midst of stressful times — something fun or funny, or something they enjoy doing.It’s also important for students (and staff) to take news and social media breaks. It may be hard when events are unfolding nearby, but it’s essential.Don’t put students or families on the spot to talk about immigration issues.Never put students or family members on the spot to speak about their own perspective or as a “representative” of a particular country, culture, race, or other identifying characteristic.If students do choose to share information about their situation, keep in mind that this information should not be shared (even in an effort to support students) without the student’s permission. It is also important to help students navigate the choices they make about how and when to share information related to their personal situation.Do let students know you are available to talk if needed or that you can provide a place for them to have some down time.Let students know you are available to talk if you think they would feel comfortable with you doing so. Provide a space for processing their thoughts, such as in a journal, or invite a small group of impacted students for an informal chat if appropriate.If students do wish to talk, listen with care and empathy. Students may have personal questions and considerations about their own safety, their future, or that of their families. Acknowledge the challenge of these uncertainties without providing false assurances.You may also want to offer students a safe, comforting place they can visit if needed. For example, Kristina Robertson writes, “I opened up my room for lunch groups so students who needed a break from the noise and chaos could eat lunch in a quiet space, listen to their music. and chat with friends. I didn’t need to lead anything; I just set up the parameters for a consistent, comfortable space.“If you think that students need more extensive support, find out what options are available through your school counselor or social worker.Collaboration and Staff SupportLook for ways to collaborate.Collaboration gives staff the chance to draw upon different perspectives and expertise. Engage parent leaders and staff such as administrators, family liaisons, ESL/bilingual educators, social workers, counselors and paraprofessionals. In addition, consider creating a team focused on immigrant family outreach that can help address priority issues. Even if you don’t have a plan at the beginning, having some established networks can help respond to questions and different kinds of situations as they arise.It may also be helpful to have a building leader for this outreach. For example, a teacher’s union in the Twin Cities area created a team of building captains who could stay updated on news and communicate those updates to the rest of the building.Finally, continue to take care of yourself.Look for ways to take care of yourself and to create a community of support among colleagues. These are challenging issues to navigate, and at times, traumatic. Educators should keep an eye out for symptoms of Post-Traumatic Stress and Secondary Traumatic Stress (STS), which is “the emotional duress that results when an individual hears about the firsthand trauma experiences of another.” (National Child Traumatic Stress Network)At the same time, it’s important to take breaks, recharge, and share moments of joy and connection.Administrators can support staff by:Checking in regularly with staffGiving them chances to debrief and access the support they needAdvocating for additional resources at the district or state level, as well as through community partnershipsRemembering that staff themselves may be impacted by immigration issues that affect them personallyRecognizing their expertise and taking their concerns seriously, particularly if they work closely with ELLs and immigrant studentsThanking staff for their hard work and recognizing their dedication to their students and families

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When ELLs Are Impacted by Current Events: 10 Tips for Educators

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As an educator who works with English language learners (ELLs), you may find that your students are impacted by current events, whether at the local, national, or international level. These events may include:Community violencePolitical unrestWarCrises and accidentsNatural disastersChanges in policies related to immigration, health care, agriculture, education, etc.Here are some tips for navigating those issues.Gathering Information1. Take some time to learn about what’s happeningTake some time to learn about the events that are happening through trusted sources. Look for impacts of these events within your local community, which may be complex. Keep in mind these events may introduce new uncertainties for your students and families.2. Connect with family liaisonsCheck in with colleagues who work closely with families, such as family liaisons. Find out how families are responding to these events and whether they have any immediate concerns or questions. Avoid making assumptions about families’ opinions, experiences, or political leanings — reactions to these events may vary within the community.3. Avoid putting students (or families) on the spotNever put students or family members on the spot to speak about their own perspective or as a “representative” of a particular country, culture, race, or other identifying characteristic. Keep in mind that ELLs and immigrant students and families: Bring their own unique histories, perspectives, and emotions to current eventsMay have experienced related traumasMay have family impacted by events unfolding in their home countriesEducator voices”Our families have no obligation to speak on behalf of an entire population. We can’t expect them to inform us about things that as Americans we should probably already know about. The most important thing is ensuring they feel welcome and have a safe space to share their story if and when they choose to.”— David Kauffman, Executive Director for Multilingual Education in Austin Independent School DistrictIn the Classroom4. Let students know you are available to talk if neededRather than asking your students for their opinions, you may wish to acknowledge the events privately and let them know you are available to talk if you think they would feel comfortable with you doing so. Provide a space for processing their thoughts, such as in a journal, or invite a small group of impacted students for an informal chat if they have expressed interest in discussing the events.While some students may wish to engage in group discussion, others may feel uncomfortable drawing any attention to themselves or their family’s situation.Remember that some students may not wish to discuss these events right away. Letting students know that you are there to listen when they are ready is an important first step.If students do wish to talk, listen with care and empathy. Students may have personal questions and considerations about their own safety, their future, or that of their families for a variety of reasons. Acknowledge the challenge of this uncertainty without providing false assurances.5. Proceed with caution in classroom discussions.Consider whether these events are appropriate for the classroom as a whole. If you have some routines in place for navigating classroom discussions and challenging topics and your students are generally respectful of each other, you may have some of the tools in place you need.However, if your class has not yet navigated challenging topics, emotions are running high, or there is any possibility of bullying, the events impacting your students may be too fraught to discuss. It’s also important to keep in mind that students may have widely varying concerns and perspectives about these events.Finally, keep in mind that students themselves may bring these topics up even if you don’t! Try to anticipate how you might manage that kind of situation. For example, if student interest is high, you could give students a chance to write in journals and tell them that the class will be returning to this topic after you’ve had time to read the journal entries and create a plan.6. Use care in discussing issues related to immigration.Talking about topics related to immigration may cause extreme anxiety for students. At the same time, immigrant students may welcome the chance to discuss a topic that affects them so directly.If you are planning a lesson related to immigration (even if in a historic context), proceed with care and extensive planning.Recognize that you are not an immigration expert.Tell students you are open to their experiences, but any information that students share about immigration policies must be informed by research.Consider talking privately with your immigrant students beforehand on whether they feel comfortable with the topic.Do not ask students to share their experience directly.Never refer to a student’s immigration status publicly or privately.Remember that all students have a right to a public K-12 education regardless of immigration status.Remind the class that students can discuss the merits of immigration policy while maintaining a respectful tone about the people involved.Keep in mind that families navigate a wide range of complex immigration issues that may also be impacted by current events, changing policies, global events, and personal circumstances.7. Prevent bullying or harassment of ELLs and immigrant students related to current events.Communicate to your class that all students are valued members of the classroom and bullying or disrespectful speech, including against ELLs and immigrant students, will not be tolerated. Reiterate that no one should be bullied for any reason, including language, accent, country of origin, cultural customs, food, dress, or immigration status.Share the importance of these messages with other colleagues.Keep in mind that students may have already experienced bullying or harassment due to a number of factors, including their ethnicity, language, or religion.Include immigration as a characteristic that is protected against discrimination and bias.See helpful ideas in 15 Tips to Protect ELLs from Bullying in Your Classroom and School.Social-Emotional Support8. Determine whether other supports are needed.If students or families need additional support, consider pulling a team together of family liaisons, parents, and mental health professionals to discuss culturally appropriate forms of support, counseling, or ongoing social-emotional support.Ask administrators and mental health colleagues or partners for help in establishing some more robust support for students who are under tremendous strain and perhaps feeling high levels of anxiety.In addition, share information about these supports with families, and look for ways to provide ongoing updates of information in families’ home languages.9. Connect with community organizations.Find out which local organizations have ties to your community and can offer support. Connect with these organizations, such as social services, university faculty and students, and local businesses. They may have valuable insights, ideas, and opportunities for partnerships.10. Remind ELL/immigrant students and their families that they are valued members of your class, school, and community.Continue efforts to make students feel welcome.Share those ideas with colleagues and administrators as you hear them. Encourage the whole school community to look for ways to welcome all families.Don’t lose sight of the strengths that ELL/immigrant students and families bring to their schools and our communities every day. The better you know your families, the more deeply you can tap into those strengths.Related ResourcesNavigating Tough Topics in the Classroom: Tips for ELL EducatorsWhen Your School Community Is Impacted by a Global CrisisHow to Support Multilingual Families Displaced by a Natural Disaster15 Tips for Talking with Children About ViolenceDiscussing Political Violence with ELLs, Immigrants, and RefugeesSupporting Immigrant Students During Uncertain Times: Tips for ELL EducatorsHow to Support Immigrant Students and Families: Strategies for Schools and Early Childhood ProgramsBuilding Bridges Through Storytelling: What Are Your Students’ Stories?Responding to Current EventsCreating a Safe Space for Students to Discuss Current Events (Edutopia)Current Events in Your Classroom: Ideas for Middle and High School (Facing History)The best way to teach current events? Let students lead (KQED)Teaching Social Studies and History to ELLsSocial Studies and History Instruction for ELLs: Resource CollectionPreparing an Engaging Social Studies Lesson for ELLsPrimary Sources, the Library of Congress and English Learners Teaching Big TopicsWhat are good strategies teachers can use to explore “controversial” topics? (Ed Week)Fostering Civil Discourse: How do we talk about topics that matter? (Facing History)Building Perspective Through Meaningful Discussion (Edutopia)Journals in a Facing History Classroom (Facing History)A Journal Can Be Anything (Teaching Tolerance)

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How K-12 Parents Feel About Immigration Enforcement Near Schools

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The latest national poll found most parnets opposing ICE enforcement at or near schools.

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Operation Readiness Playbook from Fugees Family

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Operation Readiness Playbook from Fugees Family

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2.2.26 Updated-Standing Strong Resources - Google Drive

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ICE detained her students. This Minnesota superintendent couldn’t keep quiet.

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ICE detained her students. This Minnesota superintendent couldn’t keep quiet.

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What do you say when an immigrant student asks: ‘Why do they hate me?’

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This Minnesota superintendent decided she needed to speak up for her students. This is how her district is supporting students and finding moments of joy in dark times.

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PK-12 Immigration Literature Guide — CUNY IIE

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The guide features a carefully curated collection of 100 recently published PreK-12 books that showcase the transformative power of immigration-centered stories. This collection offers an entry point into the humanization of immigration, introducing readers to resilient characters, courageous journeys, and acts of solidarity, while confronting racism, xenophobia, and healing from trauma. The guide is organized in four sections: early childhood and elementary picture booksupper elementary chapter booksmiddle school, andhigh school.Each section highlights authors to showcase the people behind the stories, and also provides book summaries, discussion questions and multimodal resources to foster deep and complex classroom conversations. We invite you to explore the guide and share the impact these stories have in classrooms, schools, and communities!This guide has not been reviewed by the New York State Education Department.

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Colorin Colorado Tip Sheet: Supporting Young Children in Immigrant Families

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Colorin Colorado Tip Sheet: Supporting Young Children in Immigrant Families

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Tip Sheet: Supporting Young Children in Immigrant Families

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation’s capital, and receives major funding from our founding partner, the AFT, and the National Education Association. © Copyright 2023 WETA Public Broadcasting.

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NYS Guidance on Safeguarding the Rights of Immigrant Students

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NYS Guidance on Safeguarding the Rights of Immigrant Students

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‘Red cards,’ encrypted chats and volunteer escorts: NYC schools brace for deportations

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Some parents worried that the widespread prep for immigration agents’ arrivals was contributing to a climate of fear at schools.

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School Leaders Rush to Manage Deportation Fears

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School and district leaders describe a chaotic time amid changes to federal immigration policies.

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Letter From Secretary Cardona on Resources for Ensuring Equal Access to Educational Opportunities for Immigrant Students

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Letter From Secretary Cardona on Resources for Ensuring Equal Access to Educational Opportunities for Immigrant Students

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How NYC schools exclusively serving new immigrants are preparing for Trump

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Chalkbeat spoke to leaders of the Internationals Network for Public Schools about how they’re approaching the Trump years, and what other educators can draw from their experience.

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A ‘gut wrenching’ immigration raid upended a superintendent’s schools. Here’s his advice.

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Steve Joel said the day immigration authorities raided his community turned into the longest 24 hours of his career as he worked to help students whose parents had been detained. As Donald Trump prepares for a second term, Joel shared lessons about how districts can prepare for such events.

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Know Your Rights provides resources to guide the community

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Use this page titled, Know Your Rights, to find resources, information, and guides. When we act together, we have the power to protect one another!

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Deportation’s Ripple Effect on Immigrant Communities and Public Schools

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Photo from Government Executive The shadow of deportation looms large over America’s public schools, creating waves of disruption that affect not just immigrant students and their families, b…

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School Leaders Rush to Manage Deportation Fears

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School and district leaders describe a chaotic time amid changes to federal immigration policies.

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Know Your Rights: Trump’s Registration Requirement for Immigrants

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Know Your Rights: Trump’s Registration Requirement for Immigrants

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Apr 10, 2025This resource provides critical information for community members about the newly announced registration process for some undocumented immigrants, including potential risks such as detention, deportation, and legal consequences.

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Know Your Rights: Trump’s Registration Requirement for Immigrants

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This resource provides critical information for community members about the newly announced registration process for some undocumented immigrants, including potential risks such as detention, deportation, and legal consequences.

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Can Immigration Agents Make Arrests and Carry Out Raids at Schools?

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Current federal policy says schools are protected areas from immigration enforcement. That may soon change.

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Undocumented Students Have the Right to a Free Education. This Is Why

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A landmark U.S. Supreme Court ruling protected undocumented students’ access to free public education. Some lawmakers seek to overturn it.

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Answering Immigrant Students’ Questions: Resources for Schools

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Gathering as a TeamWork with colleagues and administrators, including family liaisons, to:Identify ways to let all students and families know they are welcome, valued members of your communityPrevent and address any bullying of ELLs and immigrant studentsTap into the skills of staff trained to support the social and emotional well-being of students (i.e. social workers, school counselors, school nurses, etc.)Create and strengthen procedures for supporting students’ emotions, such as steps to take when a student is upset, identifying whom students should speak with, and providing resources for emotional supportEnsure ELLs are included in daily social and emotional learning (SEL) activities and routinesIn the ClassroomSome students, including younger children, may have personal concerns related to immigration. These may manifest in many ways, such as being very quiet, being disruptive, feeling sick, and more.Continuously support students to feel safe, welcome and supported in your classroom.Consider spending time with students one-on-one and in small groups.When students express concern about an uncertain future, acknowledge the difficulty of uncertainty, offer coping strategies, and consult with school counselors, psychologists, or other support staff for additional guidance. It’s also helpful to involve the school team to develop a coordinated approach to support students.Looking AheadAs a school community, create a team to:Identify resources for families, such as information about community organizations that can answer their questionsOffer training to help the school community effectively communicate with multilingual families with immigrant students and familiesEnsure that families are easily able to update emergency contact informationLearn more about making a plan to care for children whose parent may be unavailableFinally, keep in mind that immigrant families’ concerns can impact their sense of safety and well-being; these concerns can also impact student attendance and enrollment in school programs and services. Yet the stronger your relationships with multilingual students and families, the more effectively you can address questions as they arise. Strengthening our relationships and communication with students and their families is key to proactively promoting safety and fostering a sense of belonging.Related ResourcesHow to Support Immigrant Students and Families: Strategies for Schools and Early Childhood ProgramsMaking Students and Families Feel Welcome8 Tips to Protect ELLs from Bullying in Your Classroom and SchoolNavigating Tough Topics in the Classroom: Tips for ELL EducatorsBuilding Community in the Classroom10 Strategies for Supporting SEL for ELLs: “Grow As You Go”Child Parent Institute: Coping with Immigration & the Family (also available in Spanish)Lessons from Postville: How an Immigration Raid Changed a Small Town and Its Schools News HeadlinesUndocumented Students Have the Right to a Free Education. This Is Why (Education Week)Mass deportation could separate millions of families, leaving schools to pick up the pieces (Chalkbeat)Teachers toss their lesson plans, give students the floor to grapple with election results (Chalkbeat)Special thanks to Colorín Colorado advisors Susan Lafond and Dr. Debbie Zacarian for their contributions to this article.

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I know of one teacher who called all families of her students just to say 'I wanted to thank you for entrusting your child to our school. We're happy you're here. I love working with your student.' I heard about the phone call from an older sibling, and it was the first time I'd seen this girl smile in two weeks. Small gestures make a difference.

Overview

Schools can use a variety of strategies to get to know immigrant families and let them know they are welcome in the school community. Sharing these messages of support during times of uncertainty can strengthen relationships, make communication and problem-solving more effective, and impact student attendance and family engagement.

Take a look at our ideas below to get started in your setting. For more great ideas, see related strategies on:

Let all families know that they are welcome

Serving Afghan refugee families

If your school is welcoming new refugee families from Afghanistan, please see the following:

Why this matters

The best way to let families know that they are welcome is to tell them. This kind of outreach has always been important for ELL and immigrant families; however, it is even more critical for immigrant families who may:

feel unwelcome in the school, early childhood program, or community

not know if immigration status impacts the right to attend school or early childhood program, or even enter the building

be more likely to keep their children home and avoid educational settings themselves

keep their children home due to local immigration enforcement activity

come from countries where school records are available to all government agencies.

Expressing support signals that you value their place in your community and take those concerns seriously. It is also an important message to communicate to staff who are serving immigrant students and who may be immigrants themselves or have ties to immigrant relatives/communities.

Tips for getting started

Educators and school/program leaders can communicate this message by:

regularly expressing that families are welcome

posting welcome signs and messages of support on doors in multiple languages

making statements of support available online.

Other kinds of outreach

Schools, districts, and early childhood programs can also share welcoming messages through:

parent information meetings

phone calls

public remarks in the community or local press

collaboration with community organizations that have a relationship with families (i.e. houses of worship, community centers, and immigrant rights groups)

Public Service Announcements and interviews with local media outlets in families' native languages, especially for communities with low levels of native language literacy.

Related resources

Create a welcoming school environment

Why this matters

The environment of a school or early childhood program has a significant impact on students and families. There are a number of things that educators can do to create a welcoming environment for immigrant students and families.

Tips for getting started

Make families and students feel welcome by:

Removing barriers to engagement

ensuring that families are greeted warmly at the front office in their language

introducing them to parent liaisons, Family Resource Centers, or other resources

helping families understand the U.S. school system

providing transportation, meals, and child care for family events

identifying specific stressors, such as stimuli that trigger post-traumatic stress

Communicating in families' languages

having access to someone who speaks their language

making information available in their language and format they prefer

teaching staff how to use a language phone line or other services with an interpreter

learning how to pronounce student and family names correctly

learning a few phrases in families' languages

welcoming and using students' home languages in the classroom

connecting students with peers, staff, or volunteers who speak their language

Celebrate students' countries and cultures

hanging flags of students' home countries

displaying artwork, photos, and mementos from students' countries

including culturally responsive books in families' home languages in the library and in classrooms (including books by diverse authors who share students' heritage)

providing opportunities for students and/or families to share songs and stories from their country or culture if they feel comfortable doing so

being mindful that some students may not wish to share information about their home country, immigration story, or place of birth and others may not remember or know much about it (see more on this topic in our related section on immigrant students' silence)

Engaging the school-wide/district-wide community

encouraging students to brainstorm ideas on how to make peers feel welcome

encouraging activities that foster students' empathy

reminding the community, including all students and adults in the building, of existing policies on bullying, bias, and discrimination

taking steps to prevent bullying and addressing bullying incidents when they occur

sharing these strategies and ideas with colleagues.

In addition, consider adding immigration status as a form of difference that merits equitable treatment in your classroom. Any time you engage in conversations with students about why it is important not to discriminate against others due to their race, religion, sexual orientation, gender, or other form of social difference, include immigration status (as is developmentally appropriate). If you have signs in your classroom that name different kinds of bullying or hate speech, include immigration status as well (Gallo, 2018).

Addressing bias

For recommendations on how to discuss and address bias, see the comprehensive resource list we put together following the mass shooting at the Tree of Life Synagogue in Pittsburgh, PA.

Recommended resources

Resources from Colorín Colorado

Toolkits

News headlines

Recommended videos

Video playlist: Creating a welcoming environment for ELL and immigrant students

Get to know your students and families

Why this matters

One of the most important steps educators can take is to get to know students and families, developing a personal relationship that establishes trust and rapport. It is much easier to address a difficult situation, such as changes in a student's behavior, when you already have a solid relationship.

Tips for getting started

Learn more about family backgrounds and strengths by talking with families, cultural liaisons, and ELL/bilingual colleagues.

Invite members of the community or local organizations to share their insights.

Look for ways to increase the amount of interaction between staff and families.

Get into families' neighborhoods by planning events in local venues and home visits.

Give students the chance to tell their stories with tips in this Colorín Colorado article.

Recommended resources

Strategies and background information

Books and guides

Student populations

Recommended videos

Video Playlist: Home visits with immigrant students

Video Playlist: Getting to know your ELL and immigrant students

More recommended videos: Documentaries

Learn more about special populations of students

Why this matters

It is critical to learn as much as possible about your students' backgrounds and educational experiences, as well as their talents and gifts, as you look for ways to help them succeed. You may also meet students who have unique experiences, strengths, and needs.

Here are some examples of those experiences:

Refugee students may have experienced trauma, difficult journeys, and lengthy stays in refugee camps or temporary accommodations with little access to schooling.

Students with interrupted education may have little or no schooling, or a patchwork of experiences.

Children of migrant farmworkers may have moved frequently around the country following different harvest seasons. They may not have school records from prior schools. They may be living in poverty and particularly vulnerable to events such as natural disasters.

Unaccompanied children and youth may have endured long, traumatic, and violent journeys and may be reuniting with family they haven't met or seen for a long time.

Students displaced by natural disasters may have gone through traumatic experiences, upheaval, and long separations from immediate family members.

Indigenous students from Latin America may mask their Indigenous identity and language; while schools may provide support in Spanish to these students based on their country of origin, Spanish may actually be a second or third language.

Tips for getting started

Look for clues about your students' experiences without asking direct questions.

Build relationships with students and families.

Find out if colleagues such as ESOL teachers, parent liaisons, or community partners have information about students' prior experiences. If so, invite these colleagues to share their insights with staff.

Learn more about the context for your students' experiences, such as a civil war that caused them to flee or the conditions that migrants face along particular routes.

Keep in mind that some students may be reluctant to share their experiences. See ideas for supportive ways to engage students that don't put them on the spot in our related section and our article on student stories.

Keep in mind that refugees and asylees have different kinds of rights in the U.S.; not everyone that used to live in a refugee camp has resettled through the State Department and has access to the rights and privileges that such a process entails.

You may also wish to look at students' schedules and look for ways to reduce the number disruptions and transitions where possible, particularly for newcomers. See our related section on this topic.

Recommended resources

Identify student and family strengths

Why this matters

All students and families have strengths and assets. Recognizing those strengths can create a foundation on which to build an effective partnership. It is an important shift from a "deficit" approach, in which families and students are defined by their needs and challenges.

Tips for getting started

Be sure to highlight student and family strengths and celebrate them publicly and regularly within the entire school/program community.

Look for families' strengths and successes in overcoming and managing their challenges and caring for their children.

Ask students and families to describe their skills, interests, and talents, and ask for additional input from colleagues and community partners.

Look for ways to do this in the classroom. Encourage teachers to look for students' strengths (using this chart of asset-based language as a starting point), as well as contributions that members of the students' communities have made locally and to American society.

Recommended resources

Recommended Videos

Video: Building upon students' strengths

Video: Getting to know students through parent letters

References

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

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Making Students and Families Feel Welcome

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I know of one teacher who called all families of her students just to say 'I wanted to thank you for entrusting your child to our school. We're happy you're here. I love working with your student.' I heard about the phone call from an older sibling, and it was the first time I'd seen this girl smile in two weeks.

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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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What You Need to Know

How to answer questions about immigration enforcement on/near school campuses

In order to provide the most accurate and up-to-date information about immigration enforcement:

Keep informed about "sensitive locations" enforcement. As of this writing, the Department of Homeland Security still recognizes "sensitive locations" where immigration enforcement should not take place without a judicial warrant (different than an "administrative warrant.") So far, there has been no indication that this policy will change, although there have been cases of detentions happening very near sensitive locations. As a result, parents may be afraid to come to the school.

Review your district policies regarding cooperation with immigration enforcement in order to answer questions accurately and to share relevant procedures with colleagues and staff districtwide. Educators can ask for clarification from administrators, as demonstrated in this article. Check your district policy regarding cooperation with law enforcement and immigration officials; many districts have tightened these restrictions or clarified the language recently regarding immigration enforcement on school grounds, but there are several districts without any written policy. If your district has no policy in place, talk with school or district leaders about steps needed to establish a school-wide protocol if immigration enforcement agents come to the school, consulting with immigration attorneys and school district attorneys as needed.

Work with community organizations or immigration attorneys that can provide updated information to families and staff through workshops, outreach, or other forms of communication.

Consider appointing an immigration liaison who stays informed about changes in policy and the impact on families at the school or district.

Teachers and school leaders in particular can have a significant impact on student attendance and parent engagement by answering questions honestly, sharing school policies proactively, and asking parents what kind of support they would find helpful (such as video-streaming school events for parents without requiring attendance).

Do schools report student information to immigration?

From Illinois Legal Aid Online: No. The Family Educational Rights and Privacy Act (FERPA) does not allow schools to turn over a student's file to federal immigration agents. The school can turn the file over if a parent consents and gives them permission or if the information does not contain the student's immigration status. School officials are non-reporters. They are not required to report undocumented immigrants to federal agents. Any parent or guardian can ask for their child's school for information or their student records. Your immigration status or the immigration status of your child does not matter. (See more from Teaching Tolerance.)

From the American Federation of Teachers: Under FERPA, schools are prohibited, without parental consent, from providing information from a student's file to federal immigration agentsif the information would potentially expose a student's immigration status.

How many children live in "mixed-status" households?

According to Teaching Tolerance, 4.1 million U.S.-born children live with at least one parent or family member who is undocumented. Children may not know their own immigration status or the status of their parents, siblings, and relatives. It is possible for a child who is documented to have a sibling who is undocumented, and vice versa. A child who is born in the U.S. may have one or two parents who are undocumented.

See more in this fact sheet prepared by the U.S. Department of Education and learn more about the impact of immigration enforcement on children from this resource page from Teaching Tolerance.

School and District Responses

Recommended Resources

Guides & Toolkits

Related News Headlines

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How to answer questions about immigration enforcement on/near school campuses In order to provide the most accurate and up-to-date information about immigration enforcement: Keep informed about "sensitive locations" enforcement.

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The following resources highlight some important laws, policies, and regulations related to the education of English language learners (ELLs), communication with ELL families, and services for ELLs who are dually identified with special needs.

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English Language Learners: Policy Resources

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The following resources highlight some important laws, policies, and regulations related to the education of English language learners (ELLs), communication with ELL families, and services for ELLs who are dually identified with special needs.

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Immigration options for undocumented youth 2

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2. Register and Enroll Immigrant and Refugee Students

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3. Immigrant students legal right - Colorin Colorado

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4. How Immigration Issues Impact Students

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5. Providing Social-Emotional Support for Students

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Restructuring for Resilience - Reshaping Negative Narratives

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Using a Strengths-Based Approach with ELs

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Copy of Immigration Resources from NNN Members

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FAQ on Immigration and Education — CUNY IIE

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This page lists commonly asked questions and answers that impact immigrant students and families in New York State, as well as the PK-12 and higher education educators community members who support and serve them.

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Not Too Young: Immigration in Elementary School Video Series

The CUNY-Initiative on Immigration and Education (CUNY-IIE) partnered with public schools across New York State over three years. These collaborations led to the creation of school-wide projects that center immigration and education in elementary schools. This series features the projects from three CUNY-IIE partner schools. These collaborations showed that teaching about immigration needs to happen as early in students' schooling as possible.

PS 340X
Bronx, New York
PS 340X developed a project that consisted of a Community Fair and My Story, Our Story project. The school held a community fair in where community organizations learned about the areas of need and strength of the school families, while the families learned about various organizations and their services. In the My Story, Our Story project, educators invited all the students in the school to work with their families to identify and showcase an artifact that connects to their immigrant and/or cultural background and explain its story and significance. Students, families, and educators were invited to tour the gallery that featured over 150 artifacts during and after the school day.

Children's School of Rochester
Rochester, New York
The Children's School of Rochester project consisted of an enhancement of the school's Family Literacy Program. Families shared their experiences of education in their home countries and compared them to the education system in Rochester. One of the interesting topics discussed was bilingual education. Some family members who come from countries where bilingual education is the norm wondered why it is not offered at more schools in Rochester. Beyond their own learning, family members also spend time in the classroom of their student, to better understand the US education system.

Welcoming New Students: A Guide for Teachers, Created by Students

PS212Q
Queens, New York
The PS 212Q Immigration and Education Leadership Team (IELT) met regularly to collaboratively learn about ways to include immigration-related issues in their classroom. Teachers implemented the lessons and shared the materials they used and students' work. One of those outcomes was a guide titled " How to Welcome a New Student," developed by third-grade students for teachers. This guide illustrates important and practical tips on how to embrace and integrate a new immigrant student into the classroom and school community. This project quintessentially showcases that children are not too young to learn about immigration.

HOW TO WELCOME A NEW STUDENT:

A GUIDE FOR TEACHERS, CREATED BY STUDENTS

This guide was written and illustrated by the third-grade dual language bilingual students in class 3-312 in June 2023 in PS 212Q. It was supported by their teacher, Marina Velasquez, and Danielle Mahoney-Kertes, UFT Teacher Center Literacy Coach.

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Not Too Young: Immigration in Elementary School Video Series - CUNY IIE

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A series of three videos that feature the outcome of the New York State schools' partnerships with CUNY-IIE. These collaborations led to the creation of school-wide projects that center immigration and education.

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Comprehensive Educator Modules — CUNY IIE

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CUNY-IIE has worked together with educators and community members to create professional development modules around the Supporting Immigrants in Schools Video Series videos. Each module features a set of activities and guides to help educators learn, act, and advocate in the classroom.

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Beware! The Risks of Not Consulting an Immigration Lawyer or Accredited Representative - English

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WE PREPARE FUTURE LEADERS.

WE SUPPORT & CONNECT EDUCATORS.

WE improve education for immigrant youth.

WE SUPPORT MULTI-LINGUAL LEARNERS.

We prepare future leaders.

WE SUPPORT & CONNECT EDUCATORS.

WE improve education for immigrant youth.

WE SUPPORT MULTILINGUAL LEARNERS.

Our network is a unique community of schools and academies located across the US. We support each other and collaborate to provide quality public education for immigrant and refugee youth.

We are a learning community of practitioners. We offer opportunities to connect, share, and improve practice for educators and school leaders so they can provide meaningful education for our multilingual learner students.

We work with partner organizations to build broader public and policymaker support for equity and education for Multilingual Learners in all schools across the US.

Our network is a unique community of schools and academies located across the US. We support each other and collaborate to provide quality public education for immigrant and refugee youth.

We are a learning community of practitioners. We offer opportunities to connect, share, and improve practice for educators and school leaders so they can provide meaningful education for our multilingual learner students.

We work with partner organizations to build broader public and policymaker support for equity and education for Multilingual Learners in all schools across the US.

schools + academies

We have 30 schools and academies located across the US serving over 9,500 students. Our schools are based on the Internationals Approach, a set of 5 Core Principles that we developed and proved successful through over 35 years of practitioner implementation. Our approach to education addresses the areas of a school’s structure, pedagogy, culture, and governance to effectively serve immigrant and refugee Multilingual Learner (MLL) youth.

Schools & academies

We have 30 schools and academies located across the US serving over 9,500 students. Our schools are based on the Internationals Approach, a set of 5 Core Principles that we developed and proved successful through over 35 years of practitioner implementation. Our approach to education addresses the areas of a school’s structure, pedagogy, culture, and governance to effectively serve immigrant and refugee Multilingual Learner (MLLs) youth.

our students

Over 9,500 students attending Internationals Network’s schools and academies are newcomers who have been in the country for four years or less at their time of admission. Our students are diverse, coming from over 130 countries, and represent a multitude of racial and ethnic groups, with over 100 native languages spoken in our schools. Although many of our multilingual learners speak two, three, four or more languages, all are new to learning English when they enter Internationals Network schools.

Check out our Grad Highlights!

OUR EDUCATORS

Internationals serves and connects over 1,200 educators in our network of schools and academies through coaching, workshops, and communities of practice. Every year, we provide Internationals teachers, leaders and wellness staff over 5,000 hours of professional development to better serve our immigrant multilingual learner youth.

Check out our Teacher Features!

OUR EDUCATORS

Internationals serves and connects over 1,200 educators in our network of schools and academies through coaching, workshops, and communities of practice. Every year, we provide Internationals teachers, leaders and wellness staff over 5,000 hours of professional development to better serve our immigrant multilingual learner youth.

Let's stay connected, subscribe to our newsletter.

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Helping Immigrant Students Adjust to New Schools, New Lives

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One-out-of-four students in K-12 schools is a migrant, notes Laura DuPre, a recently retired third grade teacher at the Fallbrook Union Elementary School District, in California, and a chair of the NEA Multilingual Learners Caucus. The U.S. Department of Education reports that in the 2021-22 school year there were more than five million students in U.S. schools who were English learners. The pace of migration is not slowing either.

DuPre and her colleagues encourage districts and schools to promote a U.S. Department of Education Newcomer Toolkit packed with strategies for welcoming newcomers, supporting their social, emotional and mental health needs, providing instruction and establishing partnerships with families, and help "elementary and secondary teachers, principals, and other school staff who work directly with immigrant students-including asylees and refugees-and their families."

Another helpful resource comes from the National Newcomer Network . The network site notes that while many schools and districts have "taken great care to develop programs that elevate their strengths and aim to address their needs, they are not always evident".

Sharing Stories of Central American and Caribbean Migrants

Telling the stories of immigrants from Central America and the Caribbean region is important to Mayra Alvarado, a bilingual teacher at Manzanita SEED Elementary Schoolin the Oakland Unified School District.

Alvarado, along with many of her peers, wants the experiences of children and families to be known - vivid stories like the ones captured in the . NEA has established a Dallas Morning News National Tenement Museum site where members can offer details about the experiences of the children and families they are working with.

UNICEF tells the story of Pilar from El Progreso, Honduras , who, at age 15, was told by a classmate that she'd be killed by a gang if she didn't work as a prostitute. Pilar's father told UNICEF that girls are often abducted and "adolescents are dying every day" in El Progreso. "You cannot go to the police because they are in the chain of corruption," he says.

Alvarado was motivated by her own story and her parents' journey to the U.S.

"When my father migrated to the U.S. from El Salvador in the '80s to flee a civil war, he faced violence and was robbed by cartels in Mexico and was kidnapped. Unfortunately, these issues have gotten worse since then."

Project Hope notes that the circumstances in countries across Central and South America and the Caribbean have worsened for many people who now face violence, political instability, exacerbated poverty levels due to the pandemic, or extreme weather affecting their living conditions and agriculture, which is often their livelihood.

The route migrants travel through Central America is harrowing, and some of it must be traveled on foot, the organization reports, noting that the immigrants "risk exhaustion, hunger, exposure to diseases, violence from criminal gangs, robbery, and sexual violence. Many of these risks continue upon their arrival to Mexico, including sexual abuse and human trafficking."

Project Hope has detailed key concerns about the issue, including that the countries of origin are shifting, routes are changing, access to health care is limited, and the risk of violence from cartels continues. It notes that children suffer the most - on the trip and even at the U.S. border where they have been separated from families.

To draw attention to the plight of children and young people crossing the southern border, NEA has established a platform where educators can share the stories from their students and describe how they have adjusted to life in the U.S and in our schools. Fill out the form below to upload a story you believe others should hear.

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How Educators Can Support Immigrant and Migrant Students | NEA

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Several resources, toolkits, and practices exist to help respond to the needs of immigrant and migrant students.

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NY Immigration Coalition for families in upstate NY

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NY Immigration Coalition for families in upstate NY

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How NYC’s school board is prepping for the prospect of Trump immigration enforcement

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NYC’s Panel for Educational Policy will vote on a resolution reaffirming city schools’ support for undocumented students. Schools often balance helping those students without seeking out and tracking their immigration status.

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How Schools Can Partner with Immigrant Families: Tip Sheet

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation’s capital, and receives major funding from our founding partner, the AFT, and the National Education Association. © Copyright 2023 WETA Public Broadcasting.

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Immigrant Students’ Rights: A Guide for Schools’ Front-Office Staff

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A downloadable guide to help school staff familiarize themselves with immigrant students’ rights and schools’ responsibilities to them.

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Serving Multilingual Learners: Laws, Policies, and Regulations

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Serving Multilingual Learners: Laws, Policies, and Regulations

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Serving Multilingual Learners: Laws, Policies, and Regulations

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Serving Multilingual Learners: Laws, Policies, and Regulations is a guide from Colorín Colorado that provides an accessible summary of federal laws governing multilingual learners’ education.

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How School Leaders Can Support Immigrant Students & Families

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School leaders have a unique role to play when it comes to supporting and partnering with immigrant families. As a leader, you can set the tone and create a vision for what kind of school community you wish to see. Of course, it’s not your job alone, but we have seen again and again that school leaders can have a tremendous impact on whether their school is one where English language learners (ELL) and immigrant students succeed. This kind of leadership is especially important when families are facing uncertainty and when the staff who work most closely with multilingual, ELL,

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Protecting Kids in an Era of Escalating Immigration Enforcement_2025_presentation

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Urgent Town Hall: We Protect Kids in an Era of Escalating Immigration Enforcement

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Join us for an urgent town hall addressing the alarming changes in federal policies allowing Immigration and Customs Enforcement (ICE) officers into sensitive locations like schools, healthcare facilities, churches and other social services sites. These changes have already created a climate of fear for families—immigrant and nonimmigrant alike—as well as educators and healthcare workers.

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AFT Information and Resources That Help Prepare Immigrant Families

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AFT Information and Resources That Help Prepare Immigrant Families

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Facing deportation fear in schools, hospitals and places of worship

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President Trump’s push toward mass deportation is bad enough as policy—but for many in our community, it is more than just heated rhetoric and obscure rulemaking. It is terrifying. The AFT and our affiliates are responding with information and resources that help prepare immigrant families—and the teachers, healthcare providers and public workers who serve them—with emergency plans and information about how to react if Immigration and Customs Enforcement officials target them for deportation.

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This includes information for parents on preparing for immigration detention and includes creating temporary guardianship

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LAS Shares Critical Resources for Immigrant Communities

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In these uncertain times, Legal Aid’s Immigration Law Unit is sharing resources on topics like advance family planning and interactions with ICE.

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Trauma-Informed Practice Strategies for Supporting Immigrant Students

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The City University of New York - Initiative on Immigration and Education (CUNY-IIE) is offering free virtual professional learning opportunities to PreK-12 educators across New York State! Upon successful completion of an immigration and education focused module, educators will earn 15 Continuing Teacher and Leader Education (CTLE) credits. The modules will include a 1-hour assignment prior to the start of the course (found at the end of the registration form linked below), 7.5 mandatory hours of synchronous sessions (divided between three 2.5 hour sessions), and an additional 6.5 hours of asynchronous small group and independent work. Due to space restrictions, educators can only sign up for one module at this time.

CUNY-IIE is a NYSED funded project that unifies educators, researchers, families and local leaders to learn about, from, and with immigrant communities, to act in ways that center our shared humanity regardless of legal status, and advocate for equitable policies and opportunities.

These modules take a strengths-based perspective (Gándara, 2018) of the resilience, multilingualism, and multiculturalism of immigrant students that prime them for 21st century learning. Whatever your area of certification, grade level, or position, you have the power and opportunity to educate yourself, your colleagues, and your students about current immigration issues. These issues impact the freedoms, fears, hopes, and futures of our students and families, and ultimately, of our nation.

Please note that we can only offer participation to educators working in public K-12 schools in New York State at this time, and that participants can only register for ONE module per academic year.

This professional development module supports educators in developing stronger relationships with immigrant students and families and collaborating with community-based partners to understand and advocate for their needs. The module also focuses on using children's literature to discuss current immigration issues in a developmentally appropriate way.
Registration for this module's spring cycle is currently closed.

This module will help educators explore and identify what advocacy can look like in our schools and classrooms, learn how to support immigrant-origin students with college and career access and understand how to support immigrant-origin youth empowerment in and out of schools. Activities will provide opportunities for educators not only to discuss key issues, but also to connect with community stakeholders in order to identify the concrete actions they can take to support students and families.
Registration for this module's spring cycle is currently closed.

This module will help participants understand the realities of refugees and other forced migrant groups in order to facilitate student learning in new educational, cultural, and social settings. The activities and experiences will raise awareness, understanding, empathy, and competence among educators and comprise a step in the journey to better supporting refugee communities.

Registration for this module's spring cycle is currently closed.

This module will provide hands-on opportunities for educators to learn about historical and current immigration issues, and how they impact their school community. Participants will explore ways to create a safe and welcoming environment, and to support immigrant students academically, linguistically and socio-emotionally.
Registration for this module's spring cycle is currently closed.

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The City University of New York - Initiative on Immigration and Education (CUNY-IIE) is offering free virtual professional learning opportunities to PreK-12 educators across New York State! Upon successful completion of an immigration and education focused module, educators will earn 15 Continuing Teacher and Leader Education (CTLE) credits.

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MA Emergency Response Guide for Educators of Immigrant-Origin Students

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MA Emergency Response Guide for Educators of Immigrant-Origin Students

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MA Emergency Response Guide for Educators of Immigrant-Origin Students

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t State: Massachusetts Emergency Response Guide for Educators of Immigrant-origin Students Created by and in consultation with Massachusetts teachers, school and district leaders, researchers, legal experts, and nonprofits working with immigrant-origin young people Last updated Feb 10 ...

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Immigration Advocates Network - Legal Directory

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Immigration Advocates Network - Legal Directory

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Legal Directory - Immigration Advocates Network

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Welcome to the National Immigration Legal Services Directory. Use the options below to search for immigration legal services providers by state, county, or detention facility. Only nonprofit organizations that provide free or low-cost immigration legal services are included in this directory. If you have questions, please see our list of frequently asked questions or email us at directory@immigrationadvocates.org.

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Where to report visas being revoked.

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NAFSA: Association of International Educators is the world’s largest nonprofit association dedicated to international education and exchange.

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This article explains the nature of the way the Trump administration is weaponizing the student visa system and what to look out for.

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Inside Higher Ed | Higher Education News, Events and Jobs

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How Trump Is Wreaking Havoc on the Student Visa System

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The Trump administration is upending the student visa bureaucracy to deport foreign students. University officials are struggling to keep up.

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Resources and resolutions for school districts 

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Resources and resolutions for school districts 

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Factsheet: Trump’s Rescission of Protected Areas Policies Undermines Safety for All

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This factsheet explains the protected areas policy, the laws that currently apply to these areas, and the steps advocates and communities can take to help immigrants maintain access to essential community spaces and services.

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Know Your Rights: What to Do if You Are Arrested or Detained by Immigration

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Know Your Rights: What to Do if You Are Arrested or Detained by Immigration

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Apr 9, 2025This Know Your Rights resource provides general information on what to do if you are stopped, arrested, or detained by immigration or other law enforcement. Originally published in December 2015.

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What to Do if You Are Arrested or Detained by Immigration

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A Know Your Rights resource with general information on what to do if you are stopped, arrested, or detained by immigration or other law enforcement.

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Common Questions Educators Have About Immigration, Answered

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Common Questions Educators Have About Immigration, Answered

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As federal immigration policy shifts continue to ripple through K-12 schools, educators can better support immigrant students and families by developing a basic understanding of immigration law and processes, experts say.

While Pre-K-12 educators aren't expected to be immigration experts, and should not offer legal advice, teachers can help foster a greater sense of belonging in their classrooms by understanding the basics of immigration topics and how to discuss them, said Tatyana Kleyn, a principal investigator for CUNY-IIE.

Kleyn and Tanya Broder, senior counsel for the National Immigration Law Center, shared some common questions and topics of immigration that educators and the general public have asked over the years. Here are the responses.

Are all English learners immigrants? Are they all Hispanic?

After Spanish, the most commonly spoken home languages for English learners are Arabic and English, according to federal data. Cases of English as the home language of English learners include scenarios of students adopted from other countries who were raised speaking another language but currently live in households where English is spoken.

Are undocumented immigrants criminals just by being undocumented?

No. Being undocumented is not a criminal offense, said Broder with the NILC. Immigration proceedings are usually civil, not criminal.

Are undocumented immigrants "cutting the line" for citizenship?

No. The idea of a clear, first-come, first-served line to citizenship is a myth, Broder explained.

"People who live in the United States and contribute to U.S. communities want nothing more than to improve their immigration status, and the pathway is very complicated and very difficult for many," she added.

"The idea that someone can go to the post office or the library and wait in line, and get to the front of the line and get their green card is a myth," Broder said.

Can undocumented students go to college?

Yes. There's no federal ban on admission to college for undocumented students, Broder said.

However, as of February 2025, Alabama, Georgia, and South Carolina have laws barring undocumented students from enrolling in certain public institutions. Other states have moved to deny undocumented students access to lower-cost in-state tuition.

Instead, Kleyn has sometimes come across the misconception that college is fully out of reach for these students.

"One teacher having that misconception and telling that to one student, you are changing the whole course of their lives," Kleyn said.

Do all undocumented students have DACA?

No. Deferred Action for Childhood Arrivals (DACA) provides protection from deportation and work authorization, but only for individuals who were in the U.S. since 2007 or earlier. That means most current K-12 students are not eligible, Broder said.

Kleyin said some educators mistakenly believe DACA is a blanket status that applies to all undocumented students.

Can teachers ask students about their immigration status?

No. Public schools cannot ask or collect immigration status information from students and families, due to the 1982 U.S. Supreme Court ruling in , which guarantees all children, regardless of status, the right to a free public education.

Even without knowing students' immigration status, Kleyn and Ariana Mangual Figueroa, an associate investigator for CUNY-IIE, advise teachers to assume that every classroom is comprised of students from mixed-status households, in which family members have various legal statuses, including being U.S. citizens, legal residents, or undocumented immigrants.

"We're all here together, and we have different access to different privileges or different rights," Kleyn said.

Are elementary students too young to discuss current immigration issues?

Not necessarily. There are age-appropriate ways to discuss current immigration topics with elementary students, Kleyn said.

That can include using storybooks, films, and guest speakers which discuss topics relevant to many students. Teachers don't need students to share their own experiences to broach these topics, Kleyn said.

"Schools are not a bubble. They're a part of what's happening in our larger society ... so we need to be talking about the current reality of immigration and who immigrants are," Kleyn said.

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Common Questions Educators Have About Immigration, Answered

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While K-12 educators aren't meant to be immigration experts, researchers say some basic knowledge can help them serve immigrant students.

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What School Leaders Should Do When Parents Are Detained (DOWNLOADABLE)

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What School Leaders Should Do When Parents Are Detained (DOWNLOADABLE)

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What School Leaders Should Do When Parents Are Detained (DOWNLOADABLE)

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School leaders are increasingly in need of guidance due to heightened immigration enforcement.

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Educators Warn Flat English Learner Funding Falls Short of Growing Demand

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Educators remain uncertain about the future of federal funds for English learners.