To mitigate stress among students, encourage families to have open discussions with their children about the current situation. Remind them that they are probably hearing about these issues from adults and children around them and that it is best if children are able to talk about it with their caregivers so that they can receive accurate information and ask clarifying questions.
Here are some guidelines for talking to children at various developmental levels about immigration enforcement actions:
Early Childhood (0-5 years old)
Define terms:
- Immigrant: Someone who moves to a country they weren’t born in. Explain that moving to a new country involves paying a fee and filling out forms.
- Undocumented: Someone who moves to a country they weren’t born in, but does not fill out the forms they need to stay. If children aren’t sure what this means, show them forms related to them, like field trip permission slips or emergency contact cards.
- Deportation: When an immigrant must leave the United States because they don’t have the right papers.
Reassure children that caregivers and schools are working together to keep them safe.
Ask children to name adults that they can trust.
Encourage children to ask questions. Answer their questions honestly.
Elementary (6-9 years old)
Define terms:
- Immigrant: Someone who moves to a country they weren’t born in. Explain that moving to a new country involves paying a fee and filling out forms.
- Undocumented: Someone who moves to a country they weren’t born in but is not able to fill out the proper paperwork.
- Illegal: A term students may hear on the news that also means “undocumented.” Emphasize that this is not a term your family uses since people can never be illegal.
- Deportation: When an immigrant must leave the United States because they don’t have the right documentation.
Reassure children that caregivers and schools are working together to keep them safe.
Explain your family’s safety plan. Specifically, let them know who to find if caregivers aren’t able to pick them up, and who they will stay with if their caregivers are detained or deported. Even if you are not undocumented, it is always a good idea to have a safety plan.
Help children identify an adult who works in their school who they can trust. Encourage them to ask this adult for help if they need it. Come up with scripts for asking. For example, “My mom isn’t here to pick me up. Can you please help me find her?” Or, “I’m not sure how to get home. Can you please help me find someone who can take me there?”
For older elementary, help students distinguish between reliable and unreliable sources. If they hear rumors, research the truth behind these rumors together. Remind them that they should come to you for clarification if they hear something that doesn’t sound right or scares them.
Encourage children to ask questions. If you do not know the answer, work with children to find the answers together.
Middle School (10-13 years old)
Reassure children that caregivers and schools are working together to keep them safe.
Explain your family safety plan. Specifically, let them know who to find if caregivers aren’t able to pick them up, and who they will stay with if their caregivers are deported. Show them where they can find important documents, keys, or other essential items they may need if family members are detained or deported. Even if you are not undocumented, it is always a good idea to have a safety plan.
Help children identify an adult who works in their school who they can trust. Encourage them to ask this adult for help if they need it. Practice scripts of how to ask for help.
If you have undocumented people in your family, or are affected by deportation, come up with scripts for students to use that preserve their privacy. For example, my mom and dad are busy right now, but you can contact my uncle/aunt/caregiver.
Help students distinguish between reliable and unreliable news sources. News outlets and websites ending in .gov and .edu, for example, are reliable sources, while rumors or less rigorous sites should not be trusted.
Talk to students about what they’re hearing around their school and community. Help them come with scripts they can use to debunk false information, intercede with bullies, and uphold their values.
Help documented students research ways to support immigrant communities.
Make a plan to support peers who might be affected by ICE raids. This might include allowing friends to sleep over when possible, connecting with mental health services, or helping friends track lost family members.
High School (14+ years old)
Reassure children that caregivers and schools are working together to keep them safe.
Show or explain your family safety plans. Specifically, let them know who to find if caregivers aren’t able to pick them up, and who they will stay with if their caregivers are deported. Show them where they can find important documents, keys, or other essential items. Provide them with resources to help care for younger siblings until you are able to return.
Provide students with Know Your Rights pamphlets.
Work with students to create scripts for responding to ICE officers attempting to enter a home, encountering ICE officers on the street, or answering phone calls from ICE.
Provide students with information about who to call in case parents or other family members are deported. This includes a trusted adult who will care for them, and places that can help track missing family members.
If you have undocumented people in your family, or are affected by deportation, come up with scripts for students to use that preserve their privacy. For example: “My mom and dad are busy right now, but you can contact my uncle / aunt / caregiver.” or “My mom and dad can’t come to the phone / door right now. Can I take a message?”
Let students know that it is up to them whether or not they want to disclose their documentation status. Also, help them understand that if they have undocumented people in their family or community, they must respect these people’s preferences about privacy and disclosure. (In other words, they are free to talk about their status, but they are not free to reveal other people’s statuses.)
Help students identify an adult who works in their school who they can trust. Encourage them to ask this adult for help if they need it.
Help students distinguish between reliable and unreliable news sources. News outlets and websites ending in .gov and .edu, for example, are reliable sources, while rumors or less rigorous sites should not be trusted.
Talk to students about what they’re hearing around their school and community. Help them come with scripts they can use to debunk false information, intercede with bullies, and uphold their values.
Help documented students research ways to support immigrant communities.
Make a plan to support peers who might be affected by ICE raids. This might include allowing friends to sleep over when possible, connecting with mental health services, or helping friends track lost family members.
