Keep ICE out of schools

This week, from this Rethinking Schools volume, I chose the articles "Now Is the Time to Defend Our Students: LA Educators vs. ICE" and "Recipes for Resistance." Both articles, along with the introduction, highlight the constant fear within school communities as well as the ways educators are stepping beyond traditional roles to protect and support their students. Unfortunately, immigration enforcement is increasingly shaping the daily lives of students, families, and educators. 

Safety within schools is the biggest concern. It is clear that immigration enforcement is no longer separate from students' educational experiences. Students (children!!!) are going to school everyday worried that something is going to happen to their families (or even themselves) and with emergency plans in their backpacks. Schools, which should be spaces of stability and learning, are instead becoming places where fear follows students into the classroom. In one of the articles it is mentioned how a student shared instructions from his mother about what to do if ICE takes her. This alone shows how childhoods are being disrupted by systems beyond students' control. No child should have to go to school worrying about being deported. 

Earlier this year there was a nation wide protest where high schoolers walked out of classrooms and marched in protest against ICE. This demonstrates how impactful ICE has been on their lives, showing that students are not only aware of immigration enforcement but are directly affected by it in ways that interrupt their education. When students feel the need to leave their classrooms (their safe spaces) to protest, it reflects how deeply this issue has entered their everyday lives. They are now carrying the emotional weight of uncertainty, fear for their families, and the possibility of sudden separation. 

A theme throughout this volume was the role educators have now taken as community protectors and organizers. In the Los Angeles article, teachers are not just focused on instruction, they are now organizing patrols, distributing "know your rights" materials, and monitoring their neighborhoods. Their responsibilities go beyond their classroom walls. There's many jobs where as soon as you exit the building your job is done. Working at a school is not one of them. What the teachers in LA did is a perfect example of how teaching does not only happen within schools. It also shows that learning cannot be separated from the realities students face outside of school. 

I think a misconception people may have is that because all the stories we hear about are in LA or Minneapolis, this is not happening in our own communities, but that's not true. Many educators in our community stay connected through WhatsApp groups to share updates about ICE sightings, and keep informational pamphlets available for families. In my own school, we have had emergency meetings regarding ICE activity and action steps to follow when there's a sighting, including how to communicate with families about what protocols to follow if ICE appeared nearby. This is a prime example of educators responding to the needs and fears within their communities. 

Something that I'm holding onto after reading this is the importance of community based resistance and collective care. Recipes for Resistance talks about creating spaces of joy where families can gather, share stories, and support one another. This creates moments of normalcy during a crisis, which sometimes is very needed. To me, this connects to the message in Bad Bunny's Super Bowl performance: even under fear or oppression, joy and community endure. In Hispanic culture, family and community are central pillars, and resilience comes from staying connected and supporting each other. 

Bottom line: teachers have a responsibility to address what students are experiencing beyond academics. Ignoring these realities does not make them disappear, it only isolates students further.