Over the past few months, the U.S. has seen a troubling rise in aggressive immigration enforcement tactics. Many of these tactics are targeting or impacting children. From middle-of-the-night deportation flights to ICE agents at school pick-up lines, families across the country are living in fear. What happens at the border and in detention centers doesn’t stay there — it spills into classrooms, cafeterias, and playgrounds.
For immigrant and refugee students, every news headline becomes personal. Each new policy or enforcement surge sends a clear message: you are not safe here. And for educators and school leaders, these moments demand both compassion and action.
Children pulled from beds for deportation flights
Over Labor Day weekend, the Trump administration attempted to deport 76 unaccompanied Guatemalan children, pulling many from their beds at shelters in the middle of the night and bussing them to a Texas airport.
Some were so terrified they became physically ill before a federal judge issued a last-minute order halting the flights. Attorneys say these children remain at risk of deportation despite pending hearings.
The trauma is not limited to those on the planes—every immigrant child watching or hearing these stories is left with new fear and uncertainty about their own safety.
Local police paid to act as ICE
In a new move, the Department of Homeland Security has begun paying local police departments to help identify and detain immigrants under the 287(g) program, effectively turning local officers into federal agents.
The number of agencies with 287 (g) agreements has increased significantly this year and with the payments, more agreements are likely.
Because these agreements allow local law enforcement to act as an extension of federal agencies, it is vitally important to stay on top of these. Here is a link to ICE’s information page about 287(g) agreements with buttons to download an up to date list of agencies with active or pending agreements.
These agreements have a chilling impact on immigrants, and understandably so because they act as a force multiplier for ICE. Every deputized officer in a department with a 287(g) agreement should be viewed as an ICE agent. With these agreements in place, any encounter with law enforcement, regardless of the reason, can potentially turn into an encounter with immigration officials.
ICE targeting school pick-up lines
Reports are also growing of ICE agents positioning themselves at or near school pick-up and drop-off lines — especially at campuses serving high numbers of immigrant and multilingual learners. These tactics turn moments meant for connection and care into moments of terror.
Encouraging families to use school bus transportation whenever possible can reduce risk and visibility, while schools can take legal steps to limit enforcement access. By designating parking lots, playgrounds, and athletic fields as non-public areas, schools gain the right to deny entry to federal agents who do not have a judge-signed warrant.
Simple signage and consistent enforcement can transform fear into reassurance — for both staff and families.
California sets the national standard
Employees, volunteers, and school police from the Los Angeles Unified School District began patrolling streets around more than 100 schools, creating a safe zone to protect families before and after school. The move follows a summer of immigration raids including an incident when federal agents handcuffed a 15-year-old student with disabilities. Leaders say the expanded safe zones are necessary to ensure children can get to class safely amid escalating federal enforcement.
Additionally, the California Legislature passed a bill requiring schools to notify parents and teachers if immigration enforcement officers come on campus. Governor Newsom signed the measures into law, enacting Senate Bill 98 and Assembly Bill 49. California became the first state to legally require schools to notify students, parents, and staff when immigration enforcement is confirmed on campus. Under AB 49, federal immigration officers are generally prohibited from entering non-public areas of a school without a judicial warrant, court order, or subpoena. Schools must also update their safety plans to include specific procedures for immigration enforcement, distribute Know Your Rights guides to families in multiple languages, and post them on school websites. A third law, AB 495, requires schools to exhaust all emergency contacts and expand guardianship provisions to protect students if a parent is detained or deported.
California's legislation gives districts in other states a concrete model to point to when advocating for similar protections locally. Until those protections exist, every district needs a written plan for how to handle an ICE encounter on campus.
The human cost for students
The children affected by these tactics — whether directly or through fear — often carry the impact silently. Educators report seeing increased absenteeism, declining grades, and behavioral changes that mask deeper anxiety.
A student may suddenly stop speaking in class, start clinging to a teacher, or avoid extracurricular activities — not because they’ve lost interest, but because they’re afraid their parents won’t be there when school ends.
This is where trauma-informed teaching becomes essential. Predictable routines, calm environments, and affirming words from trusted adults can restore a sense of control. Schools can’t control immigration policy, but they can control how children experience the school day.
What schools can do
- Audit campus access: Clearly define and signpost non-public areas.
- Train staff: Ensure everyone knows how to verify warrants and respond calmly to ICE encounters.
- Partner locally: Connect with immigrant rights organizations for Know-Your-Rights sessions.
- Communicate early: Send letters to families in multiple languages affirming that all children have a right to attend school, regardless of immigration status.
- Offer support: Have counselors and social workers prepared to respond to sudden detentions or deportations.
Where Fugees Family can help
Fugees Family partners with districts nationwide to train staff, review policies, and create trauma-informed classrooms where refugee and immigrant students can thrive — even in moments of national fear.
To schedule a free 30-minute consultation or learn how to build a Safe Schools Plan, contact kerri@fugeesfamily.org.
Because when children wake up afraid, schools must be the place where safety is rebuilt.
Frequently asked questions
- How do immigration policies impact the classroom environment for English learners?
Policies that create fear or uncertainty can disrupt the sense of belonging that many students find in school. For refugee and immigrant youth, school often serves as a second family where they feel safe to share their challenges. Protecting this environment through advocacy is essential to ensuring their emotional and academic stability.
- What can schools do to protect English learners from the stress of changing policies?
Districts can implement specialized professional development to train educators on how to create a "safety-first" environment. By treating every student as an individual and focusing on their unique needs, schools can remain a stable sanctuary for learning even when external policies shift.
- Where can families find resources to help them navigate immigration enforcement?
The organization provides a resource library that includes dedicated ICE Encounter and Detention Tools. These materials are designed to provide practical guidance and help families understand their rights during times of increased enforcement or policy changes.
- Why is advocacy a core part of supporting English learners?
Systemic change requires innovation and bravery. Engaging in policy and advocacy helps shape laws and builds the community support necessary to ensure that educational justice remains a priority for all students, regardless of their background.
- How does the Fugees model maintain academic success during policy-driven disruptions?
By focusing on skill-level placement and rapid academic acceleration instead of age-based placement, the model ensures students stay engaged and appropriately challenged. This high-standards approach allows 89% of students to reach grade-level proficiency within three years, even while navigating complex external circumstances.
- How can I help advocate for fairer educational policies for English learners?
Community support is vital for leveling the playing field. You can help advance the mission of educational justice by donating to empower English learners, which funds both direct student support and the advocacy work needed to protect their rights.
