How districts can step in to help students deal with deportation fears

Educationdive | February 01, 2019

When nine parents or guardians of students in the Honey Grove Independent School District in Texas were recently detained during a U.S. Immigration and Customs Enforcement (ICE) raid at a trailer manufacturing plant, Superintendent Todd Morrison wanted to tell the students himself before they heard about it on social media, according to an article by The Hechinger Report. He raised money for the families and gave them Visa gift cards that could help tide them over until help could arrive, and in the weeks after, he accompanied them to seek legal advice and made counselors available to students. In the wake of President Trump’s crackdown on immigration, districts across the nation are dealing with how such raids and threats of deportation affect students. If a child’s home life is thrown into a crisis, Morrison told The Hechinger Report, learning becomes difficult, and organizations such as the American Psychological Association agree – forced parent-child separation and parental loss, it says, are potentially traumatic events with adverse effects on children’s mental health. Lisa Peterson, a school psychologist with the Dallas Independent School District, said the most important thing a school can do is offer a safe space for students and their parents, and that families need to know schools are not places that will jeopardize their safety.

Spotlight

In order to produce a high-quality CBE program, the institution must build a foundational infrastructure in support of competency-based education. This includes the development of a CBE philosophy and commitment as it relates to the institution’s mission, the design of the program structure and the definition of appropriate supports for the program and its learners (including people, policy and process supports).

Spotlight

In order to produce a high-quality CBE program, the institution must build a foundational infrastructure in support of competency-based education. This includes the development of a CBE philosophy and commitment as it relates to the institution’s mission, the design of the program structure and the definition of appropriate supports for the program and its learners (including people, policy and process supports).

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