An Overview of Neurodiversity

Source: www.pexels.com

By Sam Piha

As afterschool workers, we are responsible for creating a safe learning environment for all children, regardless of learning style. In recent years, there has been a significant shift towards inclusive education practices that support and accommodate neurodivergent students. In fact, many of the quality standards for afterschool programs are aligned with supporting youth who are neurodiverse. 

Schools and afterschool programs are recognizing the importance of creating environments that caters to the diverse needs of students, allowing them to thrive academically, socially, and emotionally. Understanding neurodiversity is crucial for youth workers to advocate for children’s rights and ensure they receive the support they need to succeed in their education.

In this and subsequent blogs, we will explain neurodiversity and highlight some ways to support neurodivergent youth to thrive in afterschool programs. 

WHAT IS NEURODIVERSITY?

Neurodiversity refers to the natural variation in human brains and the diverse ways in which individuals perceive, think, and learn. It recognizes that neurological differences, such as autism, ADHD, dyslexia, and others, should be embraced and valued as part of the human experience.

Neurodiversity is a concept that challenges the traditional view of neurological differences as disorders or deficits. It emphasizes the variation in neurological development and the idea that these differences should be celebrated and respected. Just as biodiversity is essential for the health of an ecosystem, neurodiversity is crucial for the well-being and progress of society. 

It is important to remember that neurodiversity is not an excuse to ignore or downplay the challenges that neurodivergent individuals may face. Instead, it seeks to promote acceptance and understanding of diverse neurological profiles while addressing the barriers that hinder their full participation in society. By embracing neurodiversity, we can foster a more inclusive and equitable world for all.

Neurodiversity is an essential aspect of our society and understanding its principles and implications in education is crucial.” [i]

“Neurodiversity is not a disability; it is a celebration of the unique capabilities and strengths that neurodivergent individuals bring to the table. By shifting our perspective, challenging stereotypes, and fostering inclusivity, we can create a world where everyone is accepted and valued for who they are, regardless of their neurological differences. Let us embrace neurodiversity and unlock the limitless potential that lies within each unique mind.” [ii]

AN INCREASE IN THE NUMBER OF NEURODIVERSE STUDENTS NEEDING ACCOMMODATION

According to Michelle Garnett and Tony Attwood, “In the last 30 years we have seen a marked increase in our understanding of the brain and how a different neurology can lead to different ways of learning, communicating, sensing and relating. As a result, ways of being neurodivergent that were historically missed in schools are now being detected more often. These include autism with fluent speech, ADHD, dyslexia, dyscalculia, dyspraxia, certain mental health disorders, attachment disorders, epilepsy, narcolepsy and Tourette’s syndrome. 

These neurotypes are usually invisible, although they may be clear in certain settings. For example, the Talis Report (OECD, 2019) indicated that 30% of teachers worked in classes where over 10% of students had additional support needs. In the past a teacher may have had 0-2 identified students. As we discuss below, these statistics only cover students who have been formally identified to be neurodivergent.” [iii]

Source: Genius Within

According to Google AI, “the growing number of neurodivergent students in schools is due to several factors:

• Increased Awareness: Increased awareness about neurodivergent conditions like autism and ADHD has led to more individuals recognizing and seeking diagnoses. 
• Improved Diagnostic Tools: Advancements in diagnostic tools and assessments have made it easier to identify and diagnose neurodivergent conditions. 
• Greater Access to Support: More schools and universities are implementing universal design for learning (UDL) principles, creating inclusive learning environments, and providing specialized support services for neurodivergent students. 
• Impact on Education: This shift in the number of neurodivergent students has significant implications for educators, schools, and higher education institutions, requiring them to adapt their teaching methods, curriculum, and support systems to better meet the needs of this diverse student population. 
• Beyond Identification: While identification is a crucial first step, it's essential to remember that neurodivergent students are not a monolithic group. Each individual's needs and strengths are unique, and educators need to move beyond simply identifying neurodivergence and towards understanding the specific needs of each student.” [iv]

For a full briefing paper on neurodiversity, click here.

END NOTES:
[i] Lumiere Children’s Therapy, Understanding Neurodiversity in Children’s Education: A Comprehensive Guide
[ii] Scott Coleman-Allan, Why neurodiversity is not a disability
[iii] Michelle Garnett and Tony Attwood, Moving Toward Inclusive Classrooms
[iv] Google AI, Why Do We See an Increase in the Number of Neurodivergent Students?

Kids Helping Others

Source: VIP Pet Services

By Sam Piha

When my son was six, he suddenly decided that he did not want to visit the city of San Francisco anymore. After a discussion, he explained that seeing the under-fed pets of the homeless made him feel sad. I asked, “What can we do to help them?” He suggested that we could fill ziplock bags with pet food and pass out to the homeless with pets, and we did! He later volunteered with a local animal shelter to help with their “adopt a pet” events. It was through these experiences that he learned the value of helping others. Today, as an adult DJ, he regularly sponsors canned food drives to benefit his local food bank. 

This blog focuses on the value of kids helping others.

HOW KIDS LEARN TO HELP OTHERS 

According to Google AI, a more detailed explanation of how young people learn to help others includes:

• “Modeling and Role-Playing: Children learn by watching the adults around them, so parents and caregivers should model caring behaviors, such as helping others, being kind, and showing empathy. 
• Empathy and Perspective-Taking: Teaching children to understand and share the feelings of others is crucial. This can be done through reading books with relatable characters, discussing situations where people may be feeling sad or frustrated, and encouraging them to imagine how others might fee.
• Encouraging Small Acts of Kindness: Start with simple acts of kindness, like sharing toys, helping with chores, or offering a compliment. As they become more comfortable, they can gradually take on more challenging tasks.
• Providing Opportunities to Give: Organize family volunteer activities, donate items to charity, or participate in community events where children can help others. 
• Discussing the Importance of Helping Others: Talk about the positive impact of helping others and how it makes people feel. Discuss the importance of kindness and compassion and encourage children to think about ways they can make a difference in their community. 
• Celebrating Acts of Kindness: Acknowledge and praise children's efforts to help others. This reinforces positive behaviors and encourages them to continue helping. 
• Encouraging Sharing and Cooperation: Teach children the value of sharing and cooperation. This can be done through games, activities, and everyday situations where they need to work together to achieve a common goal. 
• Focusing on the Joy of Giving: Help children understand that helping others can be a rewarding experience. Encourage them to focus on the positive feelings they get from helping others, rather than the potential for praise or reward. 
• Making Giving a Part of Everyday Life: Integrate acts of kindness and helping others into daily routines. This can be as simple as helping a neighbor carry grocery or offering to help a friend with their homework.” [i]

Source: www.pexels.com

BENEFITS ACCRUE WHEN YOUNG PEOPLE ACTIVELY LEND A HELPING HAND

There are many benefits that come when young people actively help others. They include: 

• “Generating Optimism: When children see that they can make a difference in the world around them, they renew their sense of hope and learn to face challenges with persistence and optimism.
• Building Empathy: Engaging in volunteer opportunities can make a powerful and lasting impression on children by helping them to understand and show concern for others’ feelings, circumstances and needs
• Discovering a Sense of Community: Local volunteer opportunities offer kids a unique chance to build a stronger connection to their neighbors and communities, instilling a sense of pride and belonging.
• Accepting Civic Responsibility: As children also build a stronger connection to community, they can also begin to understand their role within it, developing social awareness and taking on civic responsibility. 
• Expressing Gratitude: When children give to those who are in need, they learn the importance of being grateful for what they have and for their ability to help others.
• Gaining a Sense of Purpose: When kids are given the opportunity to choose how they’d like to contribute to a cause, like helping to clean up a park or collecting items for donation, they benefit from having some agency over their experience and find a strong sense of purpose in the work they do.
• Taking on New Experiences: Volunteering can help children build character by introducing them to unfamiliar experiences that challenge them to build new skills.
• Boosting Self-Esteem: Whether they contribute to a cause virtually or in person, as young volunteers help provide solutions to problems, they learn that they have the power to effect change, boosting their confidence and building their self-esteem.
• Learning to Collaborate: Many volunteer experiences offer the chance to engage in teamwork, learn from others’ varied perspectives and build friendships.” [ii]

For a full briefing paper on kids helping others, click here.

 

Demand 21st Century Community Learning Center Funds 

Be Released by the White House/OMB

GO TO: https://win.newmode.net/afterschoolalliance/releasethefunds

-----------------------

END NOTES:
[i] Google AI, How Do Young People Learn to Help Others?
[ii] National Inventor’s Hall of Fame, 10 Lessons Children Can Learn by Volunteering

How to Help Kids Cope with ICE Deportation Raids During The Summer

Source: EdSource, Ian Kapsalis/ The Express

Summer can be a difficult time for kids as schools close down. But, have we thought that how this is especially true for those with undocumented family members?  This blog contains excerpts from How to help kids cope with ongoing ICE raids, deportations | Quick Guide written by Vani Sanganeria for EdSource. To view this original publication, click here.

“Fears remain unabated for both children of immigrants and their friends, as federal immigration agents in California continue to detain, arrest and deport residents, in what community members say has become an indefinite fixture of the Trump administration.” 

Vani Sanganeria explains:



• With school out for the summer, some students may no longer have access to crucial support and services available during the academic school year, as fear and anxiety rise in their communities from ongoing immigration raids.
• The absence of school-based services often leads to worsening mental health for students during the summer.
• During the summer, unstructured routine, social isolation and increased social media use can exacerbate feelings of sadness and fear. Also, children are much more likely to internalize traumatic events like raids on social media or outside of school, often in isolation and lacking the safe environment of a classroom to talk through their feelings about the day’s news.  
• Data indicate a spike in both substance use and feelings of sadness among adolescents during the summer, which worsens in part due to unstructured routine, increased isolation and increased social media use.

“Children are already seeing masked individuals with weapons coming into the communities, tackling people and taking them away and putting them into vehicles. We have to acknowledge that some very scary things are happening in all of our communities — by lying about the magnitude of this, we may be risking our trust with our children in the future.” – Ahmanise Sanati, school social worker in Los Angeles 

Source: www.pexels.com

RECOMMENDATIONS FOR PARENTS
According to Marta Melendez, a social worker with LAUSD, families can prepare for scenarios like an ICE raid, detention or deportation by preemptively building their and their child’s mental health tool kit, similar to an emergency plan. 

“Families can take steps to support their child’s mental health and prepare for what experts are calling a child welfare and human rights crisis.”

• Research shows that even basic mindfulness interventions can mitigate the short- and long-term negative effects of stress and trauma, and these techniques, when taught bilingually, are especially effective for populations such as the Latino community. 
• Prioritize something that is a positive outlet for the child, whether they like to play sports, to write about their feelings, draw about their feelings, sing about their feelings, if they want to dance about their feelings — make sure that they have a way of processing all the emotions that they are experiencing.
• Talk through your child’s feelings.

“One way to validate a child who is afraid is by letting them know that their family will be ready for a worst-case scenario.” - Marta Melendez, a social worker with LAUSD.

• To create a sense of normalcy for children, Melendez said families should do their best to maintain healthy routines and hobbies during the summer, especially those that promote social connection with their peers.
• Prepare for emergencies. 
• Create a childcare plan.
• Find remote mental health support for your child. 
• Practice healthy coping skills as a family.

Previous LIAS Blogs on this topic can be viewed here. 

MORE ABOUT...

EdSource is California’s largest journalism organization focused on education. Access to a quality education is an important right of all children. EdSource believes that an informed, involved public is necessary to strengthen California’s education institutions, improve student success and build a better workforce.

 UPCOMING WEBINARS: 

Best of 2025, So Far...

By Sam Piha 

Temescal Associates and The How Kids Learn Foundation have created a large number of resources over the years. They are catalogued here. Below we have listed several of our favorites from 2025, January through June.

FAVORITE BLOGS:

• Debunking the Myths About Boys and Emotions (Part 1)
• Ways to Support Girls in STEM
• ICE Raids at Schools

GUEST BLOGS:

• Save 21st CCLC Afterschool Programs- An Update from the Afterschool Alliance
• How Toys Can Help Break Stereotypes and Support STEAM Learning
• Why Equity Matters in Youth Sports

YOUTH VOICE:

• Social Media and Mental Health: Students Share Their Top Strategies for Striking a Balance Online
• News Literacy in America: A Survey of Teens

INTERVIEWS:

• Trump and Afterschool: What You Need to Know

BRIEFING PAPERS:

• Countering the Threat of Deportation
• UNDERSTANDING DEI: Why Diversity, Equity and Inclusion are Under Attack
• An Overview of Neurodiversity

WEBINAR RECORDING:

• Serving the Needs of Girls in Afterschool

 

Diversity, Equity and Inclusion

Source: www.pexels.com

By Sam Piha

“Donald Trump kicked off the campaign to abolish diversity, equity and inclusion initiatives during his first term. Now he's back in the Oval Office to finish the job. During an address Tuesday night before a joint session of Congress, the president claimed his administration had eliminated DEI. Just hours after he took the oath of office on Jan. 20, Trump began issuing executive orders to dismantle programs, put pressure on federal contractors to end “illegal DEI discrimination” and direct federal agencies to draw up lists of private companies that could be investigated for their DEI policies.” [i]

There is a lot of confusion around this attack on DEI. This blog seeks to clarify some of the misunderstandings about DEI, its history and the importance of DEI in youth programs. 

TERMS & DEFINITIONS

DEI: “This stands for Diversity, Equity, and Inclusion, is a framework that promotes fair treatment and full participation of all people, especially those who have historically been underrepresented or discriminated against, by fostering a respectful and inclusive environment.” [ii] 

DEI Hire: "’Diversity hire’, ‘equity hire’, or ‘DEI hire’, are disparaging and controversial labels for persons from underrepresented groups, which are, according to this label, assumed to be less qualified and have supposedly received preferential treatment due to DEI policies.” [iii] 

“The 'DEI hire' label was recently applied by President Trump in his comments on the tragic plane crash at Reagan National Airport. Trump claimed, without citing evidence, that DEI policies and programs mandated for air traffic controllers at the Federal Aviation Administration were partly to blame for the tragic plane and helicopter collision. Trump’s comments appear to have been a criticism of the Federal Aviation Administration’s (FAA) DEI policy of welcoming disabled persons to apply for FAA air traffic control positions.” [iv]

Diversity: Recognizing and valuing the unique characteristics of individuals, including race, ethnicity, gender, ability, socioeconomic status, and other differences. 

Equity: Ensuring that all youth have access to the resources and opportunities they need to succeed, regardless of their background or circumstances. 

Executive Order: “An executive order is a signed, written, and published directive from the President of the United States that manages operations of the federal government. They are numbered consecutively, so executive orders may be referenced by their assigned number, or their topic. Executive orders are not legislation; they require no approval from Congress, and Congress cannot simply overturn them. Congress may pass legislation that might make it difficult, or even impossible, to carry out the order, such as removing funding. Only a sitting U.S. President may overturn an existing executive order by issuing another executive order to that effect.” [v] 

Inclusion: Creating a sense of belonging and making sure that all youth feel valued, respected, and empowered to participate fully in the program. 

Meritocracy: “Is the notion of a political system in which economic goods or political power are vested in individual people based on ability and talent, rather than wealth or social class. Advancement in such a system is based on performance, as measured through examination or demonstrated achievement.” [vi] 

Woke: “The definition of ‘woke’ changes depending on who you ask. The term has recently been used by some conservatives as an umbrella term for progressive values, often using it with negative connotations. However, the term was originally coined by progressive Black Americans and used in racial justice movements in the early to mid-1900s.” [vii]

THE HISTORY OF DEI


According to DiversityResources.com, “The history of DEI in the workplace has been marred by racial discrimination, making it difficult for everyone to feel included, as equality wasn’t always part of the equation. A significant turning point in the history of DEI came with the Civil Rights Act of 1964, which made discrimination in the hiring and promotion process illegal. This was the first of many steps toward creating a more equitable workplace. Following the Civil Rights Movement, the concepts of equality and inclusiveness gained traction and became central to the history of DEI. Advocates began promoting the idea that everyone deserves to be treated with the same respect and opportunities as others.” [viii]  

Below is a video produced by PBS News Hour on the history of diversity, equity and inclusion efforts in America. To view this video, click here.

Source: PBS News Hour

DEI IN YOUTH PROGRAMS 

In youth programs, DEI focuses on creating inclusive environments that value and celebrate diverse backgrounds, experiences, and perspectives, ensuring equitable access to opportunities and resources for all participants. 

Here's a more detailed breakdown of DEI in youth programs:

• “The program actively recruits and hires staff that reflects the community of the students served.
• The program states its explicit commitment to diversity and equity in its outreach materials and/or policies. 
• The program is aware of and seeks information and strategies to support all participant needs. 
• The program creates a welcoming environment by representing the diversity of the participants through program materials, displays, etc.  
• The program implements a plan that outreaches to all students at the school site. 
• The program celebrates diversity related to participants’ race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation, and/or gender identity and expression. Staff participate in on-going diversity and sensitivity training. 
• Staff adapt activities to accommodate the physical and developmental abilities of all participants, and actively encourage their participation in the program. 
• Participants and staff are comfortable sharing, and are given opportunities to share, from their diverse experiences and backgrounds.” [ix] 

WHY DEI MATTERS IN YOUTH PROGRAMS

Diversity, Access and Equity is integral to afterschool programming. In fact, it is a quality standard for expanded learning programs in California. This standard reads, “The program creates an environment in which students experience values that embrace diversity and equity regardless of race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation and/or gender identity and expression. Diversity, access, and equity in action.” [x] 

Program Benefits
According to Google AI, program benefits of DEI include:

• “Promotes a positive and supportive environment: DEI initiatives help create a safe and inclusive space where youth feel comfortable being themselves and participating fully. 
• Enhances learning and development: Exposure to diverse perspectives and experiences can broaden horizons, foster empathy, and promote critical thinking skills. 
• Prepares youth for a diverse world: By learning to work with and appreciate people from different backgrounds, youth are better equipped to navigate a diverse and complex world. 
• Builds stronger communities: DEI in youth programs can help foster stronger relationships between youth, families, and communities. 
• Improves program effectiveness: When programs are inclusive and equitable, they are more likely to reach and engage a wider range of youth, leading to better outcomes. 

Examples of DEI in Youth Programs:

• Recruitment and Retention: Actively recruiting youth from diverse backgrounds and implementing strategies to ensure their retention in the program. 
• Curriculum and Activities: Ensuring that program activities and materials are inclusive and relevant to the diverse needs and interests of the youth. 
• Staff Training: Providing staff with training on DEI principles and best practices to help them create a more inclusive environment. 
• Parent/Guardian Involvement: Engaging parents and guardians in DEI initiatives to ensure that they are aware of the program's commitment to diversity, equity, and inclusion. 
• Accessibility: Making sure that programs are accessible to youth with disabilities and other special needs. 
• Language Access: Providing language services to youth who are not proficient in the primary language of the program.” [xi]  

BE HEARD BY COMPANIES THAT HAVE BACKED AWAY FROM DEI

Some companies under pressure canceled DEI programs altogether to align themselves with the Trump administration. If you wish to express your disapproval or approval, these companies are shown in the chart below. If you wish to write them, you can find their addresses here.

Source: Yahoo Finance

For a full briefing paper on diversity, equity & inclusion, click here.

END NOTES:

[i] Jessica Guynn, DEI explained: What is DEI and why is it so divisive? What you need to know.
[ii] Google AI, What is DEI?
[iii] Wikipedia, Diversity, Equity & Inclusion
[iv] Jessica Guynn, DEI explained: What is DEI and why is it so divisive? What you need to know.
[v] American Bar Association, What is an Executive Order?
[vi] Wikipedia, Meritocracy
[vii] Kiara Alfonseca, What does 'woke' mean and why are some conservatives using it?
[viii] Kendal Roney, The History of DEI
[ix] Unknown
[x] California Afterschool Network & The California Department of Education, Quality Standards for Expanded Learning in California
[xi] Google AI, DEI in Youth Programs

 

Save 21st CCLC Afterschool Programs- An Update from the Afterschool Alliance

Source: Afterschool Alliance

Erik Peterson

Erik Peterson, Senior Vice President of Policy at Afterschool Alliance, issued an alert that the 21st CCLC may be at risk of defunding. He wrote:

“President Trump's full education budget proposal came out last Friday evening, clearly eliminating dedicated funding for afterschool and summer programs via 21st Century Community Learning Centers (21st CCLC). The plan levies enormous cuts on the Department of Education that would impact afterschool and summer programs and the youth and families they serve. Now Congress will decide whether to adopt the proposed budget.

Source: New York State Network for Youth Success

21st CCLC supports roughly 10,000 local programs serving 1.4 million across the nation. If Congress adopts the President's budget proposal, 21st CCLC would be lumped with 17 other programs under one grant program of $2 billion—reflecting an almost 70% funding cut compared to the current allocation for these programs. States would be left with far fewer resources to divvy up among many priorities. With $12 billion in cuts to education programs overall, the consolidation effectively eliminates 21st CCLC afterschool and summer program grants.

The budget only outlines the Administration's guidance on funding. It is now the job of Congress to craft spending legislation.

Use the tools at AfterschoolWorksforAmerica.org to help get the word out and engage the public in saving afterschool and summer program funding. 21st CCLC funding supports programs in every state and territory—view this map to see how the proposed cut could impact your state. Read the Afterschool Alliance's blog and statement for more on the budget proposal.

WHAT YOU CAN DO

1. Get the Word Out: Post on social media, local parent and community boards, newsletters – any place where community members might see it. Tag your Congressional representatives so they see it. Here are some samples:

• 'The President’s budget calls for eliminating dedicated federal funding for local afterschool and summer programs. 1 in 5 children may lose their programs nationwide. If you want to keep afterschool and summer programs, send a message to Congress'
• 'Do you count on afterschool programs to keep kids safe and engaged? Local programs serving 1.4 million youth nationwide may close if Congress does not act - the President’s budget cuts federal funding for local afterschool and summer programs. Programs run by schools, community organizations, parks and rec centers, and more will suffer. Tell Congress to save afterschool and keep kids protected.' 

To keep up to date on the latest developments, join the Policy Pulse! Every second Friday at noon ET, Erik Peterson, will recap the latest policy developments, what we know (or don’t know!) about how they may impact afterschool and summer programs, and what may be coming up next. To register, click here.

2. Engage Families: Educate families about what’s at risk and encourage them to take action.

• Ask families to email Congress. Include a note in your emails or on social media posts asking families to contact Congress: 'Kids and families across our state may lose their afterschool and summer programs if Congress agrees to the federal proposal to cut all funding for local programs. As many as 1 in 5 youth may be affected, including kids and programs in our state. Please take a moment to use this Action Center to have an email sent to our Congressional representatives reminding them how important our programs are.' 



3. Collect postcards or letters: Distribute postcards or letter templates families can fill out with a personal note and their information. Deliver the messages to the local offices of your Congressional representatives. Mail the letters or hand deliver them – along with an invite to visit your program! Get Afterschool Alliance's postcard design and petition here.

• TIP: Make it fun! Consider running a contest or setting a goal and prize around the number of letters collected/sent.

4. Host a Site Visit: There’s no better way to showcase the power and value of afterschool than showing people first hand. Invite your representatives in Congress and their staff to come visit your program. You do not need to get the Member of Congress there – having one of their staff join can be incredibly powerful. Our site visit toolkit helps you each step of the way, from preparing and planning, to drafting invitations, to following up after a great visit! 

5. Generate Media Interest: Let media know that afterschool and summer programs are at risk. Send a letter to the editor (we will post a template soon). If your program receives federal funds, like a 21st Century Community Learning Center grant, alert local education reporters, bloggers, and community boards about the prospect of your program closing. More media tips on the Afterschool Alliance website can be found here.

Source: Afterschool Alliance

RESEARCH SHOWS AFTERSCHOOL WORKS

• National fact sheet on afterschool: This Is Afterschool (2025)
• Get the facts: 21st Century Community Learning Centers Brief (2025)
• Make the case: Research on the Impact of Afterschool and Summer Programs Brief (2024)
• Results are in: Voters Say Afterschool Programs are a Necessity Brief (2025)
• Show the economic benefits: Afterschool Programs Strengthen the Economy Fact Sheet (2025)
• See more research at afterschoolalliance.org.”

Deportation: Guardianship for Minor Children, Power of Attorney and What Schools Can Do to Help

Source: Shawn Thew / EPA/ LA Times

By Sam Piha

Regardless of immigration status, parents should understand the importance of guardianship for minor children and a power of attorney document. 

Guardianship 

“What is Guardianship? Guardianship of minor children allows one person to make decisions on the children’s behalf. Under guardianship, control is relinquished from a biological or adoptive parent to another person on a temporary or permanent basis.  Usually, a minor’s guardian is appointed upon incapacity, disability, or death of the legal parent.

There are three different types of guardianship: informal guardianship, temporary legal guardianship, and permanent legal guardianship. Depending on the type of guardianship, powers consist of one or more of the following:

1. Assuring the maintenance and care of another person
2. Making financial, medical, and educational decisions
3. Reporting to the court about the guardianship status on an annual basis.” [i] 

“You should think about who will care for your children if you are detained or deported. This is an essential part of safety planning. However, not everyone will need a court-appointed legal guardian. You should be aware that a guardianship will give the guardian the right to make decisions concerning your children, including whether to allow your children to see you. It may be difficult to terminate a guardianship if you change your mind. You should consult with an attorney before seeking a guardianship. 

Power Of Attorney (POA)

A Power of Attorney document is a written document that grants a designated person (your “Agent”) authority to act on behalf of the person giving the POA in some matters. The authority of the Agent may be broad or limited and may allow decisions regarding finances, medical treatment, and/or property. A POA is not a standardized, “one size fits all” form. POAs are not guardianships and an Agent who has authority under a POA is usually not authorized to care for or make decisions on behalf of one’s children.

Not everyone needs a POA. Each person should consider whether a POA is right for them based on their individual circumstances. A POA may be useful because it can be used to allow a trusted friend or family member to access your bank account. If you do not have a bank account in the United States or other substantial financial assets, there may not be a compelling reason to complete a POA. Many banks allow customers to manage their accounts from outside the United States, so if someone is deported, they will generally be able to access their resources from abroad.” [ii]

Source: Wellpoint Care Network

What Schools and Educators Can Do to Eradicate Fear 

According to Kayla Lee, “Although the ICE has a 'Sensitive Locations' policy stating that it generally will not conduct enforcement actions at or near schools, the series of raids—especially those that picked up children en route to school—are causing families to doubt their safety within their own communities. 

The Los Angeles Unified School District, or LAUSD, voted to prohibit ICE officers from entering school campuses until they have contacted school officials for approval. Additionally, Steve Zimmer, LAUSD school board president, presented a resolution to the school board forbidding the presence of ICE officers on campus until the LAUSD superintendent and lawyer’s office make the decision to allow it. The resolution also gives the superintendent 90 days to come up with a plan to provide assistance, information, and safe havens for students and families faced with fear and anxiety over immigration enforcement efforts. School officials’ actions are important to the protection of unauthorized students and families. According to LA School Report, an unauthorized mother who spoke to LAUSD said that she felt ‘relieved knowing that they can now go to school for help.’ 

Schools in Prince George’s County, Maryland, have implemented policies to make clear the conditions under which law enforcement officers can interview or detain children on school grounds. The CEO of Prince George’s County Public Schools wrote an open letter to the U.S. Department of Homeland Security in which he expressed his concern for immigrant students who are experiencing fear and anxiety over the recent deportations. 

Beyond policies that bar ICE officials from campuses, educators can also allay the fears of students and their families by establishing best practices to provide support and guidance.” [iii]

“The protection of the right to K-12 education for all children established in Plyler v. Doe helps educators create safe environments for immigrant students where they can achieve their full potential. High-quality education is a critical, long- term investment for all children in the United States, and it cannot exist when school attendance is limited by fear.” [iv]

Kayla Lee concludes, “All students are more likely to succeed when their communities come together to protect them. Schools and communities—especially those with high unauthorized immigrant populations —across the United States should follow the examples of Durham, LAUSD, and Prince George’s County and create safe spaces for their students.” [v]

For a full briefing paper on countering the threat of deportation, click here.

END NOTES:
[i] A People’s Choice, Types of Guardianship for Minor in California
[ii] National Immigrant Justice Center, Guardianship & Power of Attorney
[iii] Kayla Lee, How Educators and Communities Can Reduce the Fear of Deportation Among Unauthorized Students and Families
[iv] IBID.
[v] IBID.

Deportation: Things Immigrant Families Can Do Now to Protect Loved Ones

Top Left: American Immigration Council, Top Right: The Hill,
Bottom Left: VCG/Qian Weizhong, Bottom Right: KERA News.

By Sam Piha

Create A Safety Plan 

Many immigrant family advocates suggest that immigrant families, regardless of status, should create a safety plan in case family members are taken into custody by ICE. The safety plan can be shared with parents. The National Immigrant Justice Center provides steps for creating this plan below.

• “Identify your emergency contacts and list and memorize their phone numbers. 
• Provide your child’s school or day care with an emergency contact to pick up your child.  
• Provide authorization in writing for your emergency contact to make medical and legal decisions for your child. 
• Tell your loved ones that if you are detained by ICE, they can try to use ICE’s online detainee locator to find you: https://locator.ice.gov/odls/#/search.” [i]

“Right now, we haven’t made a plan because you don’t want to accept it, but I don’t know,” she said. ‘It would probably be good to make a plan, but sometimes you just don’t want to accept it yourself. She asked me, ‘What if they take you while I’m in class? Who will pick me up? Where will I go?’” [ii]

Mobilization for Justice advises, “The simplest way to plan for your child’s care is by filling out a Parental Designation form. Contact MFY Legal Services for a sample parental designation form. This form gives another person temporary authority to help your child get medical care, enroll in school, and get public assistance. 



• You choose the person. It can be any person you trust to care for your child. You and the person both have to sign the form. 
• You are not required to go to Family Court. You do not give up any rights over your child by filling out a Parental Designation form, and you can revoke it at any time. 
• The form is valid for six months if it is notarized. It is only valid for one month if it is not notarized. You can re-sign the form as many times as needed. 
• If your child has special medical needs, or if the other person will be caring for your child indefinitely, the person designated may need to go to Family Court to get a legal order for Custody or Guardianship. Additional information on Custody and Guardianship may be found on the “Caregivers/Relatives” side of this guide. Please contact Mobilization for Justice for more information about this.

Update emergency contact information at your child’s school. Add contact information for adults who can pick up your child if you become unavailable. Also update the emergency contact information with your child’s doctor, school bus, and after school programs. 

Make copies of your child’s important documents. Leave copies with an adult who will be able to care for your child if you are deported or unavailable to care for them.” [1]

Also, Mobilization for Justice advises immigrant families to:

• “Seek A Legal Consultation: With private attorneys: Call the American Immigration Lawyers Association at 1-800-954-0254 for a referral. With nonprofit organizations that employ U.S. licensed attorneys or Department of Justice accredited representatives: A list of these organizations can be found at Immigration Advocates Network.
• Collect Your Documents in A Safe Place: Keep your identity information and financial information in a safe location. Gather documents showing the length of time you have been in the United States; the most recent two years are most important. This can include U.S. income tax returns, utility bills, leases, school records, medical records, bank records, or other documents. Make sure your emergency contact can access all of these documents. Read and practice NIJC’s guidance on what to do if you encounter ICE in your community.
• Avoid Immigration Fraud: Only seek legal advice from an attorney or an accredited representative at a Department of Justice-recognized nonprofit organization. Lawyers must have a license from a U.S. state to practice law. Ask to see their law license. Law licenses from other countries do not authorize the practice of law in the United States.  Accredited representatives must be accredited and work for a nonprofit agency recognized by the Department of Justice. Ask to see their accreditation documents. Never sign an application with false information and never sign a blank form. Ask for copies of everything you sign. 

If the advice sounds too good to be true, get a second opinion before filing an immigration application. Read NIJC’s full guidance on how to avoid immigration fraud. 

• Be Alert for Digital Scams: Be skeptical of social media posts promising new or quick immigration relief. The U.S. government (including Department of Homeland Security, U.S. Citizenship and Immigration Services, Immigration and Customs Enforcement, and State Department) will never contact you via WhatsApp or social media. With limited exceptions, such as people who are released from detention and told they must check in with ICE via telephone, the U.S. government generally does not contact individuals by phone. 

If you receive an unexpected message or phone call from someone who claims they are an immigration officer or other government official, do not respond or share personal information. Do not wire or transfer money to pay a “processing fee” or for any other reason.  If in doubt, consult an attorney or accredited representative before taking any action. Avoid sharing unverified information on social media.

• Know And Defend Your Rights: No matter the immigration status, everyone has rights under the United States Constitution. Know your rights and what to do if Immigration and Customs Enforcement (ICE) comes to your child’ school.” [2] To learn more about your rights, click here.

Source: www.pexels.com

According to the National Immigrant Justice Center, “All persons in the United States have constitutional protections, including the right to remain silent when questioned or arrested by immigration officers. Being stopped by immigration officers or other law enforcement can be frightening, but it’s important to stay calm. During any encounter with law enforcement, it’s important to do the following:

• Stay calm and don’t run, argue, resist, or fight the officer, even if you believe your rights are being violated or you are being treated unfairly. Keep your hands where police can see them, and tell them if you need to reach into a glove compartment or for a wallet to show your papers.
• Don’t lie about your status or provide false documents.
• If you are pulled over in a traffic stop: Ask if the officer is from the police department or immigration. Immigration officers often identify themselves as “police,” but they are not police. Ask if they are from Immigration and Customs Enforcement (ICE) or Customs and Border Protection (CBP). If they are immigration officers, follow these guidelines about what information to provide.   
• If you are a U.S. citizen or have lawful immigration status: Show your passport, legal permanent resident card, work permit, or other documentation of your status. If you are over the age of 18, you should carry your papers with you at all times.
• If you are undocumented: You have the right to remain silent and do not have to discuss your immigration or citizenship status with the police, immigration agents, or other officials. Anything you tell an officer can later be used against you in immigration court.
• If an officer knocks on your door: Do not open the door. Teach your children not to open the door. Officers must have a warrant signed by a judge to enter your home. ICE “warrants” are not signed by judges; they are ICE forms signed by ICE officers and they do not grant authority to enter a home without consent of the occupant(s).
• If you are outdoors and think you see immigration officers nearby:
• Move to a safe indoor space
• If you are a U.S. citizen and feel safe to do so, record the activity with your phone or write down any relevant information about what you witness—ALWAYS being careful to not interfere or otherwise obstruct the operation

DO NOT:

• Post unverified information on social media
• Interfere with the investigation or otherwise put yourself in harm’s way.” [3]

For a full briefing paper on countering the threat of deportation, click here.

END NOTES:

[1] Mobilization for Justice, Family Plan for Parents Preparing for Potential Deportation
[2] Mobilization for Justice, Know Your Rights: What to Do If Ice Comes To Your School
[3] National Immigrant Justice Center, What “mass deportations” might look like 

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