Latino Children and Their Families Experience Disproportionate Mental Health and School Safety Effects from Anti-Immigrant Policies and Immigration Enforcement

The wellbeing of youth is correlated to that of their caregivers and educators. In the United States, 1 in every 4 children have an immigrant parent. For Latino youth, this number is 1 in 2. This is important to highlight because this year, the federal government rolled back the “sensitive locations” policy which had previously kept places like churches, schools and hospitals off-limits for immigration enforcement. For many Latino and immigrant families, these changes stirred up real fear and feelings of uncertainty. Both undocumented and U.S.-born youth experienced the impact that these fears had on their mental health and school performance. 

Research shows what many families already know from experience–immigration raids and tough enforcement policies can have serious effects on the health and well-being of children and our communities. Latine students make up 53% of all children in public schools and immigrants make up 20% of the early care and education workforce. When educators and students do not feel safe in schools, this is reflected in the classroom. It becomes a cycle–teachers and students feel the pressure and uncertainty at home and school, and the stress bounces back and forth from educators to students. It becomes a tough situation for all who are involved.  

A very powerful takeaway from research done by Dr. Gabriela Barajas-Gonzalez, who listens to and amplifies educator voices, says that school policies and everyday practices can make a difference in the lives of educators and students. With the right support, schools can address the cycle of stress that negatively impacts both students and teachers. To support the mental health of their students and educators, schools can take action by having evidence-based policies in place that promote clear and timely communication and community support. These policies should offer clear steps on how educators can support one another and lay out concrete steps to take when immigration-related concerns arise. It can make a true difference when schools lead with transparency and care. 

As Carl Rogers reminds us, “The only person who is educated is the one who has learned how to learn and change,” we must lead in these times of uncertainty with confident flexibility and a firm commitment to our schools’ safety and wellbeing.