There are roughly 1.7 million
undocumented students under age 30, who are enrolled in high school, have
graduated or obtained a GED, or are currently enrolled in elementary or middle
school according to the Pew Hispanic Research Center. Additionally this past summer, our nation
witnessed a spike in unaccompanied minors crossing our southern border with
more than 50,000 children
fleeing persecution
from Central America and Mexico. Most of
them are awaiting immigration court dates and are staying with relatives or
sponsors, but in the meantime, our laws require that they attend school. In 1982, the Supreme Court determined in Plyer v. Doe that all students, regardless of their immigration status, are
entitled to access K-12 education.
As the number of immigrant students
increases, and sometimes in areas not
historically associated with large immigrant populations, teachers and
administrators are often seeking assistance with not only how to enroll these
students, but also how best to meet their needs in the classroom. We’ve compiled a few best practices to create
a welcoming classroom for immigrant students as well as some helpful Do’s and
Don’ts for building relationships with them and their families.
BUILDING
RELATIONSHIPS
Do send a message that all
students, regardless of immigration status, have a right to attend your school
and are welcomed.
Don’t use a lack of
documentation (birth certificate, immigration status, social security number,
etc.) to prevent an undocumented student from enrolling at a public school. A May 2014 letter issued jointly
by the US Department of Justice and the US Department of Education offers
guidance for the ways schools can enroll students even if they lack certain
documents.
Do ask for support from mental
health professionals and community groups.
Some recently immigrated students have
experienced trauma from violence witnessed in their home country. Asking for a school counselor to check-in
with all immigrant students is good idea to not only help students adjust to a
different culture, but also to process any trauma, if encountered. Some students may need the support of how to
deal with difficult situations in non-violent ways if this is a practice
they’ve acquired.
Do reach out to parents, guardians,
and/or sponsors.
As teachers we hear this often, but
calling home and saying a few positive words about a student can go a long way
in establishing a good relationship with the student and his or her family. If a language barrier is an issue, try asking
a friend, teacher, or student to translate a letter or email home in the native
language. Even if it’s not entirely
correct, the effort will be appreciated.
Don’t think that if
you don’t hear back from anyone, it means they don’t care.
A parent, guardian, or sponsor may work
long hours or they may be afraid to talk with you because of a language
barrier, their own immigration status, etc.
Do tell students about administrative
relief.
Deferred action is a temporary relief
from deportation. The DACA (Deferred
Action for Early Childhood Arrivals) program has been expanded and a new DAPA (Deferred
Action for Parents Accountability) program has been created for parents who
have a son or daughter who is a US citizen or lawful permanent resident. While neither program is a path to
citizenship, it allows families to remain together in the US temporarily and
receive employment authorization. Point
students and their families to the Administrative
Relief Resource Center to see if they qualify, learn steps to apply,
contact an immigration lawyer, etc.
Do hold undocumented students to
high expectations.
In some cases, you may have to scaffold
materials
depending on a student’s language proficiency, but the level of challenge should
be equitable. College is quite possible
for them as more and more
states have enacted their version of the DREAM act making higher
education accessible for thousands of undocumented students.
Do check-in with
your recently immigrated students.
Ask them how they feel about their
school work, what they miss about their home country, what they like and don’t
like about America, and what questions they have. Give them daily or weekly opportunities
to write and/or talk about their immigration experience with you and fellow
students.
HOW
TO WELCOME IMMIGRANT STUDENTS INTO THE CLASSROOM
- Decorate your classroom or school walls with photos of diverse role models including those of immigrants. See our interactive lesson plans on Famous Immigrant Contributions, the Immigrant Experience “Jeopardy-Like” Game, and an Immigrant Timeline Scavenger Hunt for fun, engaging ways to learn about immigration.
- Create mixed-student small groups. Students may feel more comfortable sharing and building new friendships in smaller groups or partners as appropriate to your lesson.
- Identify shared values and differences in the classroom. Plan for opportunities where students can voice their personal values and beliefs to create a sense of belonging.
- Make room for storytelling. Storytelling is one of the most powerful ways to create empathy. Integrate immigration stories whether through literature you read as a class or by creating a family history and/or digital storytelling project where students can see we are a nation of immigrants.
- Create opportunities for positive civic engagement and discussion. Teach about Plyer v. Doe if you have middle and high school students and teach students about their role as a citizen. Provide examples of civically engaged youth today with our lesson plans.
This
is certainly not an exhaustive list of ideas to integrate immigrant students
into the school community. Please share:
What are other ways to welcome immigrant students into the classroom and school? (The first three people to respond with great ideas will receive a book prize!)
*This blog post is also posted on edutopia.org at Please also check our website at the American Immigration Council, communityeducationcenter.org for more resources and lesson plans.
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