"Stone-Laden Backpacks": Unraveling Educational Challenges Faced by Undocumented Children in One School District
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In Adelphi, Maryland, murky shadows embody the harrowing journey and everyday struggles that Nando, an undocumented immigrant, faced to rebuild his shattered life. His brother's brutal gang killing in El Salvador triggered Nando's descent into a solitary, indoor existence, akin to confinement. With desperation gnawing at his family's collar, Nando, barely a teenager, decided to face the daunting, perilous trip to the US, leaving his parents and younger brother behind.
"It was like I was in prison," Nando confessed, a testimonial of his arduous struggle for survival in his homeland.
Since 2013, Central America has witnessed an extraordinary escalation in children and families, fleeing poverty and violence, seeking sanctuary in the US. The Trump administration, in an effort to deter immigrants, expanded detentions, ramped up family separations, narrowed asylum criteria, and cancelled funding for legal representation of underage immigrants. Still, the border apprehensions continued to soar, with more than 75,000 unaccompanied minors and almost 475,000 family members, including children, detained between October 2018 and September 2019.
Attention primarily focused on the dismal conditions and trauma endured by these children in detention centers. However, if granted asylum and released to US sponsors or family members, their cases could languish in the backlogged legal system for five years or more. During this tumultuous time, they exist as undocumented individuals within the US, unprotected by official sanctions. Meantime, nearly all of these children enroll in public schools.
Initially, their encounters with Americans are often fraught with suspicion, suspicion tempered by the ever-present specter of law enforcement. However, school often serves as the first bastion of compassion and kindness these kids seek.
In Prince George's County, Maryland, just beyond Washington, D.C., the district ranks fourth in the US for incoming unaccompanied children released to sponsors, behind only Harris County, Texas, Los Angeles, and Miami-Dade. Pat Chiancone leads the international student office in Prince George's County Public Schools. In 2019, they welcomed more than twice the number of international students compared to ten years ago, despite coronavirus-linked travel restrictions.
Immigrant students arriving throughout the year grapple with daunting challenges, including acclimating to a new language, culture, and family dynamic. Often, they struggle with basic necessities like food, housing, and health insurance. Moreover, many have considerable learning gaps, even in their native languages, due to the disruptions in their education. But perhaps their most pressing characteristic is the litany of trauma they've experienced, from their homelands to their harrowing journeys to the US and beyond.
Alvin Thornton, the long-time chairman of the Board of Education in Prince George's County, firmly asserts the importance of supporting these children, citing both moral and legal obligations. "It is spiritually inappropriate to mistreat these kids," Thornton underscores. "It's our responsibility to give them equal opportunities."
Nando's mother continues to reach out to ensure he remains alive. Living in a rented room and juggling a part-time job after school, Nando works from 4 PM to 1 AM to cover his rent, food, and clothing expenses, as well as pay his lawyer $6,000 for his case. He chortles wryly, "Yes, I'm exhausted."
Despite the temptation to abandon his schooling, Nando persists, each time finding the motivation to return.
In October 2019, educators in Prince George's County gathered at a community center for a seminar on "trauma informed care" for immigrant populations. Harvard University's Dr. Margarita Alegria led the session, providing educators with practical strategies to navigate this onslaught of traumatized students. The teachers' eagerness to grasp these tools was palpable, with 150 educators sacrificing a sunny Saturday to attend the event.
Kevin O'Donnell, a school psychologist, longed for pragmatic suggestions to help his struggling students. "I wanted to learn about effective supports that work for these children," he shared. Andrea Stutzman, a teacher, sought to foster stronger connections with immigrant parents, enhancing her understanding of her students' experiences. Meanwhile, security guard Jeffrey Ramirez aimed to educate himself on the traumas his students had endured, reassuring them that he wouldn't harm them. "I tell them, 'I don't comprehend the horror you faced in your country, but it's different here.’ It feels safer here, and with me," he remarked.
Tales of terrifying experiences are disturbingly common among these children. Berta Romero, a counselor for English learners in Mary Harris Mother Jones Elementary School in Adelphi, hears harrowing anecdotes from her students. One second-grader recalled her mother being forced to shield her eyes while people drowned during a river crossing. Another child vividly recalled traveling in a cramped truck, with his father frantically pushing him above others just to draw breath. A mother tearfully recounted to Romero how MS-13 gang members molested her daughter on her way to school. To Romero, each child carries a backpack filled with boulders, the weight of their experiences wrecking their mental and emotional being.
Unfortunately, the trauma didn't cease upon arrival in the US. Under the Trump administration, reports emerged of inhumane conditions in detention centers, where cells were sometimes kept frigid, inadequate food was served, and children were denied access to basic hygiene. Multiple children described adults in detention centers threatening them when breaking the numerous rules - no talking, no making friends, no playing.
Related: *After a hate crime, a town embraces immigrants into their schools*
Teacher Kerri Bogart speaks from experience, having interacted with countless traumatized children. Some students were "silent criers," unable to shake the tears that flowed uncontrollably. Others exhibited random, unprovoked bouts of anger or despair, whispering into the silence of classrooms, "Is mommy going to be at the bus stop? I'm worried that she's not going to be there." One kindergartner frequently hid beneath the table, requiring Bogart to pause the lesson to coax him out. "Losing these few minutes of instruction can be detrimental," she lamented.
Teachers must recognize and confront these root issues before students can learn effectively. During the seminar, Alegria underscored the "compounded loss" children encounter when they flee their homes. Not only do they lose their native language, customs, and social networks, but many also lose their social status. Teachers are Alegria's beacon of hope, with schools offering the most significant potential to effect meaningful change.
Alegria cautioned educators that trauma can manifest in various forms, including physical problems (headaches, stomachaches, insomnia), exacerbating learning issues. Older youth are particularly sensitive to social status and benefit significantly from forming friendships.
Beth Hood, a social worker at High Point High School in Prince George's County, bears witness to the myriad struggles faced by these students. Occasionally, an instance of apparent calm can shatter into a flashback, triggered by a seemingly innocuous memory. One student suffered a panic attack following a minor quarrel in the cafeteria. "After that event, she spiraled downward, unable to focus, and frequently cried in class," Hood recounted. Only after talking to the student about the incident's roots could Hood identify the powerful trauma that was still gripping her student.
Undocumented students enter public schools burdened by numerous challenges, but also endowed with notable strengths. Teachers often remark on the hard work, resilience, camaraderie, and eagerness to learn displayed by these students. Prince George's Schools have focused on three areas to support these children: improving language skills, fostering inclusion, and developing resilience.
English language acquisition is essential, facilitating educational progress, fostering friendships, aiding parents, and navigating a new culture. With over 27,000 English learners in the district, extensive efforts have been made to support regular teachers, providing strategies such as utilizing visual aids and hands-on learning techniques.
The district prioritizes equity because, in many suburban districts, these students collectively make up the majority of the student body. The district's budgetary allocations reflect its commitment to these students, ensuring principals enjoy a level of fiscal autonomy to address their schools' unique needs. Partnerships with county agencies and nonprofit organizations also play crucial roles in this holistic approach.
The school system developed a "newcomer curriculum" in 2019, a 12-week program designed to rapidly bolster newcomers' English vocabulary. Tanya Gan Lim, a kindergarten teacher, employs visual themes in her lessons, emphasizing practical topics like transportation, weather, and food, while simultaneously striving to boost student confidence.
Strengths are also celebrated, instilling a sense of accomplishment and pride. At Mary Harris Mother Jones Elementary School, Principal Karen Woodson fostered an all-inclusive atmosphere, with large flags representing Central and South American countries proudly displayed. Words like "Being Bilingual is my Superpower" were plastered throughout the school, underscoring the power of their diverse linguistic skills.
Related: *Going to school while your family hides from ICE*
Woodson effortlessly switched between English and Spanish, leaving students and parents dumbstruck. Upon learning English, she would explain, she faced the same hurdles as her students. "I did the same thing, and I took the time. You can be fluent too," she encouraged. Bilingual front office staff members guaranteed English and Spanish fluency, and English signs were always accompanied by Spanish translations, from the school entrance to trash cans. The school library carried several Spanish titles, and Woodson encouraged the children to maintain their Spanish. Respecting and nurturing their cultural heritage has a positive impact on their development.
Principal Woodson also bolstered the support staff, hiring three additional bilingual teacher aides in 2019, as well as a bilingual counselor who could assist teachers, conduct home visits, and offer individual counseling to struggling students, and a bilingual community liaison who connected newcomer families to external services.
Despite these resources, the emotional and physical strain on educators is immense. Woodson, now a consultant for schools with high numbers of English learners, acknowledges the toll on her colleagues, "The influx has taken its toll. Teachers are drained, but they remain dedicated. We will rest but refuse to quit."
Being able to build relationships and exercise agency is crucial for undocumented students to overcome their trauma and integrate into their new lives. So, Prince George's County is intentionally focusing on mental health.
Social worker Beth Hood led support circles for high school students, enabling them to navigate the complexities of US education while sharing their stories and emotions. Hood recognizes the significance of these forums, noting, "It's essential for them to discuss their past lives in their home countries and feel proud of their experiences." Hood's empathetic support has empowered these students, motivating them to embrace their resilience and dream of bright futures.
Related: *The struggles of being an undocumented student in the United States*
In 2014, a sizable wave of unaccompanied minors descended upon Prince George's County schools. In response, teachers petitioned the principal to create a social worker position, rather than hiring another teacher. The principal agreed, and in 2019, an additional social worker was added to meet the district's growing needs.
Supporting the mental health of undocumented students is key to academic success. This is because these students carry an immense burden, being torn between their personal responsibilities to their families and pursuing their education. Often, they supplement their schooling by working grueling jobs, their meager earnings enabling them to remit money to their families or pay off their baptismal smuggling fees.
Hood's student, Luis, was just 16 when he fled violence in Guatemala almost two years ago and arrived in the US. Unable to speak Spanish fluently, Luis communicated little beyond "Fine" when customers asked him questions during his grocery store job, a responsibility assuming the weight of two shifts. "Then I practiced more and more. Now I reply to every customer's inquiry, no problem!" Luis beamed. Despite his relentless work schedule, Luis squeezes in homework whenever he can, often grappling with sleep deprivation.
Hood empathizes with her students' challenges, observing, "When they initially arrive, they are incredibly motivated to succeed. However, their physical energy is limited, making it difficult to work and study effectively." Aspiring to become a doctor, Nando, another student, graduated high school this year, achieving his mother's dream for him amidst lofty aspirations.
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- The traumatic experiences endured by these children are not confined to their homeland, but continue in the US, with reports of inhumane conditions in detention centers.
- Recognizing the importance of supporting these children and ensuring educational equity, Prince George's County Schools focus on improving language skills, fostering inclusion, and developing resilience among undocumented students.
- The district's efforts aim toequip these students with the necessary tools for health-and-wellness, education-and-self-development, allowing them to overcome their trauma and integrate into their new lives, ultimately achieving their dreams.
