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 

Ask Congress to protect 21st CCLC and other youth funding!

"The President proposed a budget that appears to eliminate 21st Century Community Learning Centers (21st CCLC) program. 21st CCLC is the only federal funding stream dedicated to afterschool and summer programs, supporting thousands of local programs across the nation. The proposed Executive Budget also levies enormous cuts on the Department of Education and other agencies that support afterschool and summer programs and the youth and families they serve." - New York State Network for Youth Success  Read Afterschool Alliance's blog here.

Deportation: How to Talk with Your Kids and Staff Education and Training

Source: www.pexels.com

By Sam Piha

Many afterschool programs serve immigrant families. Many of these families have fears about the latest deportation campaign and how best to handle themselves, should ICE show up. These fears are shared by children and may be expressed at home or in the afterschool program. This raises the question of how best to talk with kids about their fears. It may be best to communicate with adult family members on how this is being dealt with within the family and share the advice of this blog.

According to Google AI, “When talking to children about the possibility of deportation, be honest and age-appropriate, reassure them of your love and support, and focus on their family's plan to stay safe and together. Here's a more detailed guide:

1. Explain in Simple Terms:

• Use clear language: Avoid legal jargon or complex terms. Explain what "deportation" means in a way they can understand, such as "being sent back to another country". 
• Focus on the facts: Don't exaggerate or scare them with unnecessary details. Stick to the information you know and can control. 
• Answer their questions honestly: If they ask about specific scenarios, answer them directly and truthfully, but avoid overwhelming them with details. 

 2. Reassure and Comfort:

• Emphasize your love and support: Let them know that you love them very much and that you will do everything you can to keep them safe and together.
• Focus on your plan: Explain that you have a plan in place and are taking steps to ensure your family's safety and well-being.
• Validate their feelings: Acknowledge that they might be feeling scared, worried, or sad, and let them know it's okay to have those feelings. 

3. Focus on the Positive:

• Emphasize your strengths: Talk about your family's strengths and resilience. Remind them that you are a team and that you will get through this together.
• Highlight positive aspects of your community: Talk about the resources and support systems available to you and your family, such as community organizations, friends, and family members.
• Focus on the future: Talk about your hopes and dreams for the future and how you will work together to achieve them.” [i]

Source: www.pexels.com

Staff Education and Training

Because the advice for immigrant families can be very complicated, we recommend that afterschool staff invite a local immigrant advocacy organization to train staff and parents. We also recommend that program leaders confer with school leaders, as the district may have immigration policies and content experts that can also train staff and parents.  

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

END NOTES:
[i] Google AI, How to Talk With Kids About Deportation

Immigration and Afterschool

The harsh rhetoric surrounding immigration and the aggressive policies of this Presidential Administration has been very hard on the youth and communities we serve in afterschool. The Learning in Afterschool & Summer (LIAS) Project has published several blog posts on this issue, including guest blog posts by youth and practitioners working to address these issues with young people. Below, we call your attention to several of these important posts. -------------- "I am not an illegal alien. I am not a terrorist nor lazy. And I am, most definitely, not uneducated." My name is Angie. In my infant years I didn't know who my mother was, for she had immigrated to the United States after I was born, leaving me and my brother under my grandmother’s wing. READ MORE --------------- Supporting Immigrant Families School officials report anxieties have reached new heights since Donald Trump’s inauguration, with possible consequences on young people’s ability to focus on school work, the willingness of parents to attend school events, or even to bring their children to school. READ MORE ------------ Practitioners Speak Out: Serving the Needs of Immigrant Youth Be aware of the joking and poking that happens in schools. Create a close to zero tolerance space for immigration jokes. For many students, it is not a joke. Also, be aware of the conclusions many undocumented students are coming up with through their time in the educational system. Residents and undocumented students with undocumented parents might conclude that higher education is not an option for them. READ MORE ------------ Collateral Damage: New Immigration Policies and Education in California California is home to the largest undocumented population in the country. Approximately 250,000 undocumented children are enrolled in California schools and an average of four students per classroom throughout the state have an undocumented parent. “Mixed status” children, children who have legal status but their parents do not, are as susceptible to the ramifications of enforcement as their undocumented peers. READ MORE ------------ Family Separation and Childhood Trauma In expanded learning programs, we are seeking to learn the effects of childhood trauma and design programs that integrate trauma informed practice. Thus, we were horrified by the Trump Administration’s practice of “zero tolerance” which inflicts trauma on children and youth. READ MORE ------------ Subscribe to our Learning in Afterschool & Summer (LIAS) Blog

Collateral Damage: New Immigration Policies and Education in California

By Guest Blogger, Michelle O'Neill

Michelle O'Neill

Immigration reform is headline news. The post-election changes in immigration policies and increase in enforcement have resulted in profound fear and anxiety within our immigrant communities. Immigrant students are one of the most vulnerable populations served in public education. Research shows the changes in policies have negatively impacted immigrant students, and the public schools and programs that serve them. New studies reveal a discernible decline in academic performance, school attendance, enrollment in school based programs and children’s health services. 

California is home to the largest undocumented population in the country. Approximately 250,000 undocumented children are enrolled in California schools

and an average of four students per classroom throughout the state have an undocumented parent. “Mixed status” children, children who have legal status but their parents do not, are as susceptible to the ramifications of enforcement as their undocumented peers. Each equally live in fear of being separated from their parents and the possibility of having to leave everything they have known. This issue is of great significance for our state’s educators as they have the overwhelming responsibility of supporting the social-emotional and academic success of each of their students.

Though more undocumented immigrants were deported under the Obama administration than any other presidential administration, the level of anti-immigrant rhetoric and propaganda shared by the Trump administration is unparalleled. Immediately following the last election, hate crimes committed against immigrants increased by over 11% in California. The most violent type of hate crimes in Los Angeles increased by 50%, with over half of those incidents involving bias based on race, ethnicity or national origin. Schools have been a particularly common location for hate crimes. Studies show an increase in racial and religious bullying on campus, even between young children. Children as young as three-years-old are deeply aware of the anti-immigrant sentiment and the possibility of losing a parent. 

The news has recently been inundated by shocking stories of young immigrant children being taken away from their parents upon crossing the southern border. While this new approach to deterring illegal immigration is horrific and inhumane, it only shines a light on the treatment of families who have just arrived into the U.S. Out of the spotlight, immigrant families across the country are being torn apart every day. Immigrants who have lived here for decades, often longer than they have lived anywhere else, and without any kind of criminal record, are experiencing alarming rates of detention and deportation.

The recent termination of several federal programs such as Temporary Protected Status (TPS) and Deferred Action for Childhood Arrivals (DACA) has left hundreds of thousands of upstanding immigrants, many with U.S. citizen children, susceptible to being permanently removed from the country. While the media has focused primarily on illegal immigration reform, there are significant changes also being made to legal immigration policies in an effort to make it more difficult for immigrants to enter or remain in the country legally.


The fear of being separated from loved ones creates significant emotional stress for children and the experience of having a parent deported can result in lifelong trauma. When children do not feel safe, they cannot be ready to learn. Public schools and afterschool programs have already been hard pressed to effectively support the extent of challenging behaviors and social-emotional needs of the students they serve. A recent report by the Children’s Partnership, a California based children’s advocacy organization, found a 50% increase in immigrant children receiving diagnoses for anxiety and depression. Increases in student mental health issues coupled with climbing rates of bias-related bullying and harassment at schools is deeply troubling for educators.

As the presidential administration continues to become more aggressive in its efforts to curb immigration, educators must prepare to support more intensive student needs with less economic resources. Programs assisting low-income students such as Head Start, Free and Reduced Lunch, Medi-Cal and after school services, have experienced a significant decline in enrollment. Immigrant parents are too fearful to complete applications, terrified to share personal information that may identify them, or utilize services that may label them as a “public charge” damaging the possibility of changing their immigration status. Public schools and agencies that depend on the critical funding enrollment in these programs generates have cause for concern. With the steady decline of public school enrollment across the state, many school districts have already found themselves in a financial lurch. If immigration enforcement continues to impact participation in these programs, the financial trajectory public education agencies face in California is dismal. 

[NOTE: Graphic images above come from California: Immigration & Inclusion in Schools by the California County Superintendents Educational Services Association] 

Michelle O'Neill works for the Los Angeles County Office of Education under the Student Support Services Division.  Her career has been dedicated to serving under-resourced students in public schools. Michelle has served as a school counselor, as well as a school and district administrator. She has coordinated district wide programs that address attendance improvement, drop-out prevention, early intervention services, mental and behavioral health and alternative education. She currently serves as the County Office of Education’s Immigration Coordinator.

Practitioners Speak Out: Serving the Needs of Immigrant Youth

By Sam Piha

On October 7, 2017, we published a blog post on the issue of supporting immigrant families and their children in afterschool. We want to follow this up by hearing directly from youth practitioners from Educators For Fair Consideration (E4FC) that specialize in serving this population. E4FC empowers undocumented young people to achieve educational and career goals through personal, institutional and policy transformation.

Since 2006, E4FC has helped undocumented young people pursue education and careers that create new, brighter futures for them, their families, and their communities. They are building power and change to fulfill on this country’s ideal of opportunity for all. 

Photo Credit: E4FC

Below are responses from E4FC staff member, Grace, a Community Education Fellow that works directly with undocumented students at a local high school. We also include the responses of Estefania, the Community Education Coordinator for E4FC. 

Q: We know that many of our afterschool programs in California are serving immigrant youth - youth who are undocumented or who have family members who are undocumented. Can you briefly describe what kinds of issues and needs that afterschool practitioners should be aware of?

Grace: There are several things that youth organizations need to be aware of:

• The program needs to be responsive to current events and changes made to legislation
.
• Courtesy: take care not to not make any judgmental/triggering statements regarding this topic.

• Privacy: be extra careful when communicating with students. Ask if they are feeling comfortable and if they would prefer other methods of communication/service (e.g. when other students are present around the vicinity)
.
• Students who were able to benefit from DACA and are currently still eligible to work, are working to support their families. This limits their afterschool participation. 

• Family responsibilities and expectations: it is important to also address the parent needs and concerns. (Being out late, transportation to their house, parents being scared to drive to pick up their child after certain hours, etc.). 

Estefania: Be aware of the joking and poking that happens in schools. Create a close to zero tolerance space for immigration jokes. For many students, it is not a joke. Also, be aware of the conclusions many undocumented students are coming up with through their time in the educational system. Residents and undocumented students with undocumented parents might conclude that higher education is not an option for them. 

Q: Can you offer any advice to afterschool workers serving younger children on what they can do better to support their needs? 

Grace: Make them feel welcomed and promote a sense of belonging. It is important that the school and afterschool program are safe zones for everyone and all students are given equal rights regardless of their race, gender, religion, status, and/or beliefs
. If anyone is making discriminating or hateful speech about immigrants/undocumented, if appropriate, approach them one-on-one to share what some immigrants may face. (There may be some limitation for them to understand everything but they may be able to understand some)
.

There should be a shuttle program to address the concerns of families who do not have a driver’s license. 


Estefania: First advice is to create a zero tolerance space regarding immigrant jokes. Second, provide a space to give educational training for the parents, and/or conduct home visits. Ensure that each student has some understanding of California Laws that protect them and their parents. 

Photo Credit: E4FC

Q: Can you offer any advice to afterschool workers serving older youth on what they can do to better support their needs? 

Grace: Make them feel welcomed and promote a sense of belonging. 
It is important that the school and afterschool program are safe zones for everyone and all students are given equal rights regardless of their race, gender, religion, status, and/or beliefs
.

Depending on setting or group, it may be beneficial to share some struggles that immigrants may have gone through to reach their destination (i.e leaving behind jobs and/or families) and issues that they continue to face in America (i.e. cultural and social adjustments, discrimination against immigrants and “non-white/non-American” status)


Share your own experience, and listen, listen, listen to what the students say. They need someone to listen to them without fear of judgement. 


Estefania: Similar to the advice above, ensure students understand the law and the policies that establish their rights in the United States. Bring speakers into the classroom so students gain perspective on the lives of other people.

Q: Should afterschool programs work to serve immigrant youth through common activities? Or specific activities that are tailored to immigrant youth? 

Grace: I think both are good. Educational activities are important for everybody. They can include issues like why hate/discrimination is wrong. Why making assumptions or judgmental statements can be hurtful even when not meant to be.


Specific activities might include healing circles. They can be general (e.g. anyone who has felt discriminated, or particular groups who have felt social and structural discrimination) or specific to the undocu-community
.

Estefania: I would invite you to look from the "both/and" model. Include youth in common activities, and also create space for specific activities. It would be ideal to create a space with undocumented students and allies sharing the same information. In this way, undocumented students can sense the amount of community who have their backs. 

Photo Credit: nationalpost.com

Q: Can you recommend any activities that they can incorporate into their programs?

Grace: Activities that promote community building and that involve teamwork are good. Consider activities that allow students to have closer understanding of the struggles that the individuals may face.


Q: Can you recommend any organizations or resources that might serve to educate after school workers about the needs of this population?

Grace: 


• Immigration Legal Resource Center (ILRC)

• College Track

Estefania: Yes, I recommend a couple of resources from E4FC and others: 

• Top 10 Ways To Support Undocumented Students
• Post-Election: What Educators Can Do To Support Undocumented Students 

In these two guides, you will find other links to great resources.

Q: Can you recommend any organizations that program leaders might contact to learn more?

Estefania: I recommend reaching out to United We Dream. They also do a lot of work with educators.