Unafraid BTU

Parents, teachers and students are asking us for help protecting undocumented families. We’ve put together this guide to help our neighbors be Unafraid.

Ready to take action?

Let us know you and your school are taking action HERE – Especially if you are joining us for the April 7th Unafraid Educators Coming Out Day and/or for the May 1st Sanctuary Schools Week of Action (see tabs below).

Sanctuary Schools Week of Action:

Schools across multiple districts in Massachusetts are participating in the Sanctuary Schools Week of Action May 1st-5th.

This week is organized by the BTU immigrant rights group, Unafraid Educators. The Week of Action’s goal is to send a message to students, staff, and families that our undocumented immigrant students & families are welcome and will be supported in our schools.

Your school can participate by showing your support, building knowledge, and advocating for our students. Participating in this week of action will look different at each school.  We recommend a group of staff work together to choose which components of the week your school will incorporate.

In this digital toolkit you can find all the resources you’ll need to have a successful week!

http://bit.ly/2nZ5OeQ

 

Cosecha’s Day Without Immigrants + May Day Rallies May 1st

More information coming soon!

Sanctuary Schools Week of Action

May 1st – May 7th

 

Action Toolbox coming soon!

Know Your Rights

The AFT developed these guides in collaboration with community partners to support undocumented and refugee students and their families. It’s important that we provide support and comfort to everyone impacted by the immigration raids. The guide includes important information for educators and school support staff to help students and families, know your rights information for parents and students, tips for preparing an emergency family immigration raid plan, and what actions individuals can take if there is an encounter with an immigration officer.

• Know Your Rights Fact Sheet (English)
• Know Your Rights Fact Sheet (Spanish)
• Deportation Defense Guide (English)
• Deportation Defense Guide (Spanish)

If you’d like to schedule a Know Your Rights training at your school, please contact Carol Leon at the Mayor’s Office (carol.leon@boston.gov) or Kevin Montoya at the office of English Language Learners (@bostonpublicschools.org)

Information and Resources for Educators and Staff

Immigrant and Refugee Children

Educators, school support staff and service providers are often the first individuals a student and/or family comes out to as undocumented.

Moreover, they are often the first ones to witness the impact of increased enforcement measures on students and their families.

Schools should be safe havens that embrace all students and families, regardless of citizenship and national origin, and that includes unaccompanied and refugee children. The 1982 U.S. Supreme Court case Plyler v. Doe ruled that undocumented children have a constitutional right to receive a free public K–12 education, which provides the means to becoming a “self-reliant and self-sufficient participant in society,” the court wrote, and instills the “fundamental values necessary to the maintenance of a democratic political system.” However, today’s increased enforcement measures by the Department of Homeland Security and campaign promises made by the incoming administration threaten that right for thousands of undocumented youth and the 4.1 million U.S.-born children who live in mixed-status households with at least one parent or family member who is undocumented.

Editor’s note: This content was originally published by the American Federation of Teachers (AFT) and its partners: United We Dream’s Dream Educational Empowerment Program, the National Immigration Law Center and First Focus. This excerpt was adapted and reprinted with generous permission from the AFT. Source.

---

Do’s and Don’ts on How to Respond to Youth on Immigration and Muslim Ban

The following 10 dos and don’ts are on how to respond to youth on immigration and Muslim ban. These recommendations are for teachers/educators working directly with students. Please note that school leaders should provide co Peregrinum Dos_Don’ts for Immigrant Youthllective responses to support teachers and students’ emotional needs on these issues.

Click here for the Do’s and Don’ts. 

---

Guide For Educators & Staff

Our mission
The American Federation of Teachers is a union of professionals that champions fairness; democracy; economic opportunity; and high-quality public education, healthcare and public services for our students, their families and our communities. We are committed to advancing these principles through community engagement, organizing, collective bargaining and political activism, and especially through the work our members do.

Introduction
This guide was created for educators, school support staff and service providers who teach, mentor and help open the doors of opportunity for undocumented youth and unaccompanied and refugee children currently living in the United States. Educators, school support staff and service providers are often the first individuals a student and/or family comes out to as undocumented. Moreover, they are often the first ones to witness the impact of increased enforcement measures on students and their families. It’s critically important that educators, school support staff and service providers know the tools and resources available to help protect and prepare youth and families for an Immigration and Customs Enforcement (ICE) raid.

Download PDF Here

---

15 Things Educators, School Support Staff and Communities Can Do To Help Protect Undocumented Students and Their Families

1. Inform students and their families of their rights.
2. Stress the importance of taking proactive steps to ensure the safety and well-being of children and entire communities.
3. Distribute “know your rights” materials to students and communities about what to do if a raid occurs or an individual is detained.
4. Find out if there is a local immigration raid rapid response team. These teams usually consist of attorneys, media personnel and community leaders who may be able to provide support.
5. Partner with a pro bono attorney, legal aid organization or immigrant rights organization to schedule a “know your rights” workshop on campus to inform students and families about their rights.
6. Provide a safe place for students to wait if a parent or sibling has been detained.
7. Provide counseling for students who have had a family member detained by ICE.
8. Maintain a list of resources, such as the names of social workers, pro bona attorneys and local immigration advocates and organizations, that can be shared with your students and their families.
9. Identify someone at your school who can serve as the immigration resource advocate in your building or on your campus.
10. Work with parents to develop a family immigration raid emergency plan.
11. Make your school an ICE-free zone/sanctuary school.
12. Work with your school board to pass a resolution affirming schools as welcoming places of learning for all students, distancing the schools from enforcement actions that separate families.
13. Issue statements condemning raids and calling for the immediate release of students.
14. Participate in National Educators Coming Out Day, held annually on Nov. 12, and “come out” in support of undocumented students (www.unitedwedream.org/educatorsout).
15. Participate in National Institutions Coming Out Day, held annually on April 7 (www.unitedwedream.org/nicod).

 

---

More Ideas for Educators, School Support Staff and Communities Can Do To Help Protect Undocumented Students and Their Families

1. Cut out this card and place the image on your door to signal to students and families that this is a safe space.
2. Create a classroom where all students are welcome and supported no matter what – teach lessons that tear down stereotypes and promote inclusivity and empathy. More information.
3. Know your rights as a teacher – ex, ICE cannot conduct activity in your classroom or school campus, they cannot ask you for information, or collect information on your students under the Family Educational Rights and Privacy Act etc. More information.
4. Make sure your students know their rights – without singling students out, let them know where they can find information on their legal rights. Here’s more information.
5. Maintain a list of resources ex local immigrant rights organizations, pro bono attorneys and social workers that can be shared with students and families
6. Become an ally and person who stands in solidarity with students and their families, Unafraid Educator.

Artist: Favianna Rodriguez. www.culturestrike.org

Download Full Document Here

 

Information for Refugees from Iraq, Iran, Syria, Sudan, Somalia & Yemen

Attention Immigrants & Refugees From Iraq, Syria, Iran, Libya, Somalia, Sudan, Yemen

Information for Students and Families

Know Your Rights

Know Your Rights Information for Students and Families

Information and Resources for Undocumented Students Applying to College

Resources for Undocumented Students Applying to College

About This Document: This document is intended to help undocumented students as they apply to college, with a focus on Boston Public Schools students. If you have more questions that aren’t answered in this document, contact your guidance counselor and/or the Student Immigrant Movement (SIM) chapter leaders at your school. If you’re still stuck, reach out to Lena Papagiannis (Ms. “Papa”) at ppapagiannis@bostonpublicschools.org and she can hopefully point you in the right direction. You are not alone in this!

Here are the sections of this document, with clickable links:

Frequently Asked Questions (FAQs)

General FAQs

Financial Aid FAQs

FAFSA FAQs

Scholarships Available to Undocumented Students

Colleges and Universities “Friendly” to Undocumented Students

Beyond College Concerns

How to Get Involved

This document was last updated Tuesday, December 13, 2016. If you have any additional information you think should be included, or if you spot any inaccuracies, please email Lena Papagiannis at ppapagiannis@bostonpublicschools.org. Thank you so much!

 

Frequently Asked Questions (FAQs)

This section has been adapted from the following sites:

• Federal Student Aid Office of the Department of Education (PDF)

• National Association of Student Financial Aid Administrators (PDF)

• United We Dream

 

General FAQs

1. Who are undocumented students? Undocumented students are students who are not U.S. citizens, U.S. nationals, or “eligible non-citizens.” Undocumented students are sometimes referred to as “Dreamers.” This term generally refers to undocumented youths who have lived in the United States from a very young age. The term “Dreamers” is derived from the legislation introduced in Congress known as the “DREAM Act.” You can read more about the proposed “DREAM Act” at www.ed.gov/news/speeches/dream-act-testimony. Within the larger group of undocumented students, there is a subgroup of students who have received Deferred Action for Childhood Arrivals (DACA), which is explained in the next question. If you are a student who is NOT a US citizen, but you DO have legal status (so you’re NOT undocumented) and are curious about your college options, visit this site.
2. What is Deferred Action for Childhood Arrivals (DACA)? DACA is the name used for a process announced by the Department of Homeland Security (DHS) in June 2012. Under this process, if you came to the United States as a child and meet several key guidelines, you can apply to the U.S. Citizenship and Immigration Services (USCIS) to request “deferred action.” “Deferred action” refers to a decision to defer (delay or put off) deportation. At this point, DACA may be granted by the US government for a period of two years and may be renewed under certain circumstances. Deferred action does not provide an individual with lawful status, meaning if you are a DACA student, you will still be undocumented. But DACA can still be useful because it helps students breathe a sigh of relief, and some DACA recipients may obtain work permits. If you are ALREADY a DACA student, it is wise to apply for a renewal before January, when the new presidential administration takes over. If you do NOT have DACA, it is advisable to NOT apply at this stage. Read more about DACA here.
3. I have DACA and I’m worried about what’s going to happen under a Trump presidency. How can I prepare? We don’t yet know exactly what’s going to happen. What we do know is that DACA still stands. President-elect Trump has said that he will end all of President Obama’s executive orders, which includes DACA, but this has not happened yet. If you ALREADY have DACA, you should apply for a renewal. If you have an approved advanced parole that allows you to travel outside the country, you should do that…but COME BACK to the United States before January 2017. If you’re feeling worried about what’s to come under a Trump administration, talk to someone at your school who you trust.
4. I don’t have DACA. Should I apply before the Trump administration takes over? United We Dream, the largest youth-led advocacy organization for young immigrants in the US, says no. They do NOT recommend that you apply right now. Instead, they (and we) are encouraging students who do not have DACA to just wait. The Obama administration won’t be able to process your application before January, and there is some concern that a Trump administration could use the information in DACA for other purposes. If you’re feeling worried about what’s to come under a Trump administration, talk to someone at your school who you trust.
5. I am undocumented and I want to go to college. Can I? The short answer is yes! Your status will not prevent you from being admitted to college or a vocational program or enrolling in classes. Your status does limit the type of financial aid you can receive and it may impact how much you get charged for tuition. Many schools charge undocumented students the “international student” tuition rate, even though many undocumented students have grown up in the United States. The “international student” tuition rate is usually higher than the tuition rate for students with lawful status in the United States.
6. How is applying to college DIFFERENT for undocumented students? Well, your process is going to be a bit more complicated. In addition to researching schools you’re interested in, completing all the required essays, and asking for teacher recommendations, you also have to deal with figuring out how your status impactsyour app. Here are the steps we recommend:
   1. Step 1: Research the colleges you’re interested in to find out if they’re “friendly” to undocumented students. “Friendly” schools are useful for three reasons: 1. They are likely to give scholarship money to undocumented students. 2. They often have programs in place to help undocumented students at the university. 3. Many have committed to keeping student immigration information PRIVATE (meaning, they won’t share it with ICE). Learn more below.
   2. Step 2: Decide on your list of schools and begin your Common App. If you have DACA, begin your FAFSA. You DO NOT need to apply as an international student. If you encounter questions about this, contact the schools individually. Your case is different from that of an international student.
   3. Step 3: Contact the schools you’re applying to to ask them where to send the Student Aid Report (SAR) (this is what you get from FAFSA). If you do not have DACA, you should still contact the schools individually and ask if they will take any tax information instead of FAFSA. Some do (especially sanctuary campuses)! This can help you get financial aid even without FAFSA.
   4. Step 4: Follow up with your schools by sending your Student Aid Report and contacting the Admissions Office to let them know about your situation. Ask if there are any scholarship opportunities for students who are undocumented.
   5. Step 5: Apply to as many private scholarships as you can! (See the Scholarships section below.

Financial Aid FAQs

1. As an undocumented student or DACA student, am I eligible for federal student aid? No. Undocumented students, including DACA students and Dreamers, are not eligible for federal student aid. That means that Federal Pell Grants, Federal Work-Study, and Federal District Student Loans are not available to you. However, you may be eligible for state financial aid, college financial aid, and/or financial aid from private organizations. Most states and colleges use information collected on the Free Application for Federal Student Aid (FAFSA®) to determine whether you are eligible for aid. If you have a Social Security number, you may complete the FAFSA, and we encourage you to do so at www.fafsa.gov. However, we first recommend that you check with your high school counselor or your college or career school financial aid office to see what types of financial aid you may be eligible to receive and whether completing the FAFSA is the way to apply for that aid.
2. As an undocumented student, am I eligible for in-state tuition? If so, what other requirements are there for in-state tuition? In Massachusetts, undocumented students with DACA have access to in-state tuition. (In some states, ALL undocumented students, not just DACA students, have access to in-state tuition. In other states, the opposite is true: No undocumented students, even DACA students, are eligible.) Common criteria for undocumented students to receive in-state tuition includes attending a high school in that state for at least two years, earning a high school diploma or General Education Diploma (GED) in that state, enrolling in a public college/university in the state, and filing an affidavit (a legal document) stating that you plan to legalize your status and become a legal permanent resident. Check with the colleges/universities you’re applying to about their specific criteria for undocumented students seeking to pay in-state tuition. For more information on this across the country, see pages 27 to 36 of this Resource Guide from the Department of Education. For more information about in-state tuition at University of Massachusetts schools, click here.
3. I heard that Boston Public Schools students get free tuition at Bunker Hill Community College and Roxbury Community College. What about undocumented students? Yes! Undocumented students with DACA and/or TPS (Temporary Protected Status) who meet the other criteria (2.0 GPA, etc.) CAN apply for coverage of up to three years of community college and all mandatory fees. Find out more at this BPS page.
4. I did really well on MCAS and got the Abigail Adams Scholarship. Can I use it even though I’m undocumented? Yes, undocumented students with DACA can use their Abigail Adams Scholarship to attend University of Massachusetts schools. Undocumented students without DACA cannot use the scholarship.

FAFSA® FAQs

1. To complete the FAFSA, do I need a Social Security number? Yes, a Social Security number is necessary to complete the FAFSA. If you are completing a FAFSA online at www.fafsa.gov, a Social Security number is also required to apply for a username and password called the “FSA ID,” which can be used to electronically sign the FAFSA. Most undocumented students are not eligible for a Social Security number; thus, they cannot complete the FAFSA. However, DACA students with Social Security numbers can complete the FAFSA. Still, even if you have a Social Security number, you should check with your high school counselor or your college or career school financial aid office to see whether completing the FAFSA is the way to apply for state and college aid.
2. Does my parents’ citizenship status affect my eligibility for federal student aid? No, your parents’ citizenship status does not affect your eligibility for federal student aid. In fact, the FAFSA doesn’t even ask about your parents’ status.
3. In order for me to complete the FAFSA, do my parents need Social Security numbers? No; since your parents’ citizenship does not affect your ability to complete the FAFSA, they do not need Social Security numbers. If your parents do not have Social Security numbers, you should enter 000-00-0000 when the FAFSA asks for parents’ Social Security numbers. If your parents do not have Social Security numbers, you must print out the signature page from the online FAFSA so that your parents can sign it and send it in.
4. On the FAFSA, how do I answer the question that reads, “Are you a U.S. citizen?”? DACA students must answer that question by selecting the option “No, I am not a citizen or eligible noncitizen.”
5. On the FAFSA, how do I answer the question that reads, “What is your state of legal residence?”? The state of legal residence is your true, fixed, and permanent home. The fact that you are a DACA student does not affect how you should answer this question for purposes of completing the FAFSA. Each state determines legal residency differently. You should contact your high school counselor or college or career school financial aid office for assistance with state of legal residence qualifications. In Massachusetts, “legal residency” means having lived in Massachusetts for at least 12 months. Some schools that require legal residency in a state might be using a different length of time so it’s a good idea to ask them.
6. On the FAFSA, how do I answer the question that reads, “What is your parents’ state of legal residence?”? Your parents’ answer should reflect their true, fixed, and permanent home. Your parents’ legal immigration status does not affect how you should answer this question for purposes of completing the FAFSA. Again, each state determines legal residency differently, so talking with your guidance counselor or college or career school financial aid office would be good. Residency in Massachusetts means having lived in Massachusetts for 12 months.
7. On the FAFSA, how do I submit my tax information? If you are completing the FAFSA online at www.fafsa.gov and you filed your income tax return with the Internal Revenue Service (IRS), you may be able to access the information through the IRS Data Retrieval Tool. If you did not file an income tax return with the IRS, enter the requested financial information manually on the FAFSA website. If completing the paper FAFSA, follow the instructions that detail how to answer the financial information questions.
8. On the FAFSA, how do my parents submit their tax information? If you are completing the FAFSA online at www.fafsa.gov and your parents filed their income tax returns with the IRS and they meet certain requirements such as having Social Security numbers, they may be able to access their tax information through the IRS Data Retrieval Tool. If your parents did not file their income tax returns with the IRS, you can enter the requested information manually on the FAFSA website. If completing the paper FAFSA, follow the instructions that detail how to answer the parental financial information questions.

Download Full Document Here

Information and Resources for AFT Members and Allies

AFT opposes Trump executive orders

In his first week in office, President Trump began implementing his campaign promise to target refugees and immigrants.

On Friday, Jan. 27, Trump signed an executive order that effectively prohibits the entry into the United States of Muslim citizens of seven countries: Iran, Iraq, Libya, Somalia, Sudan, Syria and Yemen.

The order affects approximately 25,000 people holding student and work visas, and as many as 500,000 people who are permanent legal residents of the United States. And it comes days after an order threatening to withhold federal funds from the more than 300 U.S. cities that have declared themselves sanctuaries for our immigrant students and members and their families. Trump also took action on building a wall along the U.S. border with Mexico.

Trump’s orders will harm many AFT members and millions of our students, patients, families, friends and neighbors.

We—our country and our union—are better than this.

We are writing not simply to make the AFT’s opposition to the orders clear, but to provide information to assist affected members and those we serve, and to give you resources with which to fight this outrageous abuse of power.

AFT’s position on the executive orders

These executive orders violate the moral and political direction established by AFT resolutions on immigration and refugees reaching back for several decades. In addition, many informed observers believe that these orders are counterproductive to the president’s supposed rationale—to protect the country.

We oppose Trump’s orders, the racist and xenophobic logic that underlies them, the havoc they have created in the lives of those affected, and the damage they have done to America’s standing in the world and to If you are not sure whether these orders directly affect you or what action to take as a result, the most complete resource for determining this comes from our partners at the American-Arab Anti-Discrimination Committee, who have published this toolkit about the executive orders.

What to do as an AFT affiliate leader and ally

Whether or not you are among those directly affected, we encourage you to embrace the important ally role you have in distributing credible information and providing assistance in your communities.

While we cannot provide case-by-case legal assistance, we will provide resources about the entry ban, who it affects, what those affected should expect, how to connect to legal assistance in your area and how to organize to fight against these bigoted actions.

We urge you to distribute this information to your employers and the people you serve via your local listservs and social media channels.

We also encourage you to consult the websites of AFT-partner organizations on immigration and refugee issues:

• American Civil Liberties Union: www.aclu.org
• Council on American-Islamic Relations: www.cair.com
• National Immigration Law Center: www.nilc.org
• United We Dream: www.unitedwedream.org

How this situation could change

LEGISLATIVELY: Congress has the power to override executive orders via a two-thirds majority vote in both the House and the Senate. As the extraordinary circumstances surrounding Trump’s election and his behavior in office continue to unfold, with members of Congress on both sides of the aisle expressing concerns, we urge you to contact your U.S. senators and representatives to express your views about these executive orders and the direction they are taking our country.

LEGALLY: There is at least one judicial stay of one part of the Muslim ban in place, issued by a federal judge in Brooklyn on Saturday night. That stay affects only people who were present on U.S. soil at the time it was issued—helping an estimated 100-200 people affected by the president’s order. While it prohibits their deportation from the airports where they were detained, it does not authorize their entry to the United States, and we have received reports that Customs and Border Protection agents in some airports are refusing to abide by the stay. Litigation about these orders and their implementation is likely to be protracted. We will look for ways for the AFT to join as an amicus on behalf of those affected.

VIA GRASS-ROOTS ACTION: Visible, public support of immigrants and refugees is needed, now more than ever. Encourage elected leaders of your states, localities, institutions and other organizations to take strong positions against these executive orders and their impact on us, our students, our patients, our neighbors and our communities.

Now more than ever, we need to reaffirm that our schools, campuses, hospitals and public spaces remain safe zones and sanctuary spaces, free from racism, hate and the threat of deportation. There is a sample letter of petition for a sanctuary space here and a sample resolution here.

As you may know, there are protests of these executive orders occurring in many U.S. cities. Saturday night, elected officials joined with protesters to successfully secure the release of some who had been detained at airports in several cities. We support these efforts, have participated in them personally, and call on you to make the support of your local, your state federation and the AFT known where you live by joining in peaceful efforts to oppose the entry ban.

The executive orders and the duty to represent

Finally, we want to alert you to a lesser-reported feature of the executive order regarding sanctuary cities that Trump signed on Wednesday.

Like the anti-immigrant law passed in Arizona in 2010, the order contains language threatening those who “facilitate the presence” of undocumented immigrants with fines and penalties.

Some of you have asked whether to interpret language of this kind to proscribe you from assisting DACAmented or undocumented union members—or, by extension, students, patients, families and members of the community.

While we do not yet fully know how this feature will be interpreted or enforced, we know that we cannot cooperate with injustice. We call upon our affiliate leaders to continue to embrace the high standards you have always observed as unionists—and, beyond this, to respond to the calls your conscience or religious beliefs may make upon you to oppose these orders and protect those they target.

You have the full support of the AFT in principled opposition to these orders. If you have questions or concerns about your rights and responsibilities in specific circumstances, please contact the AFT legal department via our central phone line at 202-879-4400.

Information for Allies Inside and Outside the Classroom

Taking Action Beyond The Classroom

Advocate to stop raids and halt deportation proceedings. Unaccompanied children and youth should be in school, not in detention centers awaiting deportation. Educators can play an important role in protesting raids and halting deportation proceedings. For example, if a student has been detained by ICE, you can send a letter of inquiry to the U.S. Department of Homeland Security, asking for prosecutorial discretion to be exercised or considered, or you can file a formal civil rights complaint with the U.S. Department of Education’s Office for Civil Rights.

You can also distribute the United We Dream deportation defense guide, which was published to inform members of Congress and other elected officials about the role they can play in stopping the deportation of their constituents and other community members.

Elected officials have successfully advocated for individuals in removal proceedings for years and continue to employ this process to help immigrant communities even today. The guide is also a useful resource for community advocates and people in deportation proceedings seeking support from their elected officials. Download the guide here.

Adopt resolutions. School districts are responsible for ensuring the safety and well-being of all their students while they are in school. One way to create a welcoming school environment and protect undocumented students while in class and on school grounds is to pass a resolution that restricts ICE agents’ access to school property, similar to the one the Los Angeles Unified School District (LAUSD) passed in February 2016. The LAUSD resolution:

• Forbids immigration enforcement agents from going on campus without approval from the superintendent and the LAUSD law office.
• Forbids school staff from asking about a student’s immigration status or that of family members.
• Provides teachers, administrators and other staff with training on how to deal with immigration issues and how to notify families in multiple languages of issues.
• Asks all schools to treat students equitably, including those receiving free and reduced price meals, transportation and other services.
• Requires the superintendent to come up with a plan to provide assistance and information for students and families “if faced with fear and anxiety related to immigration enforcement efforts.”
  Such resolutions can also improve protections for students by affirming that the schoolhouse doors are open to all students, no matter their prior academic attainment or their language proficiency. For additional information about what actions cities and counties can take to protect immigrants and make communities welcoming places for all, visit Cities for Action.
  Make public statements. Educators, administrators, students and community allies can make public statements denouncing immigration enforcement raids to reassure students and families that their local school remains a safe haven.
• Statement from Kevin M. Maxwell, CEO of the Prince George’s County (Maryland) Public Schools
• Statement from the San Francisco Unified School District reassuring families that any ICE request for access to a district school will go through a thorough review process

Create an online petition to prevent a student’s deportation. Online petitions are powerful tools for building public awareness and community support. See the NotOneMoreDeportation.com petition for 19-year-old Kimberly Pineda Chavez, who was detained in the United States after escaping violence in Honduras.

Organize a rally or walkout opposing ICE raids and deportations. In February 2016, educators and community allies in Durham, North Carolina, organized a rally in support of a high school student detained by ICE. Actions like this help to support individuals fighting their deportation cases. The student’s teachers even mailed school assignments to his detention facility to help him stay on top of his work. “There is nothing that will hold me back from giving a kid his classwork and finish their education and graduate,” teacher Ellen Holmes told a local news station.

What Educators, School Support Staff and Communities Can Do

• Issue a statement—in English and in other languages spoken at the school—articulating that the school supports immigrant students/parents and affirming publicly that it is a welcoming site.
• Stress the importance of taking proactive steps to ensure the safety and well-being of children and entire communities.
• Distribute “know your rights” materials<http://unitedwedream.org/toolbox/> to students, families and communities about what to do if a raid occurs or an individual is detained.
• Identify a bilingual person at your school who can serve as the immigration resource advocate in your building or on your campus.
• Work with parents to develop a family immigration raid emergency plan.
• Provide a safe place for students to wait if a parent or sibling has been detained.
• Provide counseling for students who have had a family member detained by ICE.
• Work with your school board to pass a resolution affirming schools as welcoming places of learning for all students, distancing the schools from enforcement actions that separate families.
• Strengthen relationships with local institutions of higher education and community-based organizations that can support the needs of unaccompanied children and students with interrupted formal education.
• Maintain—in English and in other languages spoken at the school—a list of resources, such as the names of mental health providers, social workers, pro bono attorneys and local immigration advocates and organizations that can be shared with your students and their families.
• Partner with a pro bono attorney, legal aid organization or immigrant rights organization to schedule a “know your rights” workshop on campus to inform students and families about their rights.
• Find out if there is a local immigration raid rapid response team. These teams usually consist of attorneys, media personnel and community leaders who may be able to provide support.
• Participate in National Educators Coming Out Day, held annually on November 12, and “come out” in support of undocumented students.
• Participate in National Institutions Coming Out Day, held annually on April 7.

For additional tools and model resolutions to create safe, welcoming environments for all students, visit aft.org and see the toolkit for this story.

---

Public Health Actions for Immigrant Rights: A Short Guide to Protecting Undocumented Residents and Their Families for the Benefit of Public Health and All Society

Who is This Guide For?

People working at local health agencies who are looking to protect and support undocumented residents and their families.

Who Created this Guide? ​

A workgroup of Public Health Awakened, a group of public health professionals organizing a health equity-based response to the Trump administration.

How Can You Use This?

We hope the ideas and actions in here reson ​ ate and that you move forward with at least some of them at your health department. Please share the ideas with others. And feel free to use all of the document or any excerpts to help make your case!

Who to Contact?​

If you have questions or edits, please email: immigrationguide@humanimpact.org

Click here to get the guide.

Frequently Asked Questions

Q: Is there a federal law that prevents schools from sharing student information?

A: Yes.

Under the Family Educational Rights and Privacy Act (FERPA), schools are prohibited, without parental consent, from providing information from a student’s file to federal immigration agents if the information would potentially expose a student’s immigration status. If ICE agents present a school with a removal warrant (deportation order), the school is still permitted to refrain from providing student information, as the warrant is administrative, not judicial. Under FERPA, schools may disclose directory information without consent, but they are required to allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Some schools [and the Southern Poverty Law Center] have also interpreted the Plyler decision as prohibiting them from requiring students to provide Social Security cards or birth certificates as a condition of enrollment, test taking or participation in school activities. For more on FERPA, see familypolicy.ed.gov.

 

Q: Are there places where raids are prohibited?

A: Yes, with exceptions.

According to a policy memorandum released by the Immigration and Customs Enforcement (ICE) agency in 2011, commonly referred to as the “sensitive locations memo,” ICE officers and agents are to refrain from enforcement actions at least at the following locations and events:

• Schools (including preschools, primary schools, secondary schools, colleges and universities, and other institutions of learning, such as vocational and trade schools)
• Hospitals
• Churches, synagogues, mosques and other institutions of worship, such as buildings rented for the purpose of religious services
• Funerals, weddings and other public religious ceremonies; and
• Public demonstrations, such as a march, rally or parade.

Note: The sensitive locations policy memorandum may be reversed. School leaders should stay informed about possible changes.

 

Q: Are children and youth impacted by raids?

A: Yes.

A: Research consistently shows that immigration enforcement actions have a harmful impact on the health, safety, academic performance and overall well-being of children, including U.S. citizen children living in mixed-status families. According to a 2010 report by the Urban Institute, children who witnessed parents or family members apprehended in a home raid were much more likely to experience symptoms of post-traumatic stress disorder than children whose parents were arrested in other settings, including greater changes in sleeping and eating patterns and much higher degrees of fear and anxiety. Several teachers in North Carolina also reported significant behavioral changes and increased absenteeism among students following a local community raid, including among U.S. citizen students.