Palpable Fear: Schools with newcomer students responding to the second Trump Administration

• In Event: Politics and Policies of Threat: Detention, De-authorization, and Disappearance of Pk-20 Immigrant & International Students

Abstract

Within the first two weeks of Trump’s second presidency, multiple executive orders were signed restricting immigration and enforcing mass deportation. Since then, several executive orders and policy changes that have targeted education for newcomer students have been enacted, such as: rescinding of sensitive area protection from ICE, which would allow ICE onto school grounds; an English Only order; and a challenge to dual enrollment for undocumented students. These changes leave school staff in K-12 newcomer programs contending with the multifaceted ways students and families of varying newcomer backgrounds are being affected. Through a case study, this paper explores newcomer programs, discusses the effects of the policy context on newcomer students and the role and response/-ibilities educators have in addressing supporting newcomer students.

Newcomer Programs
Newcomer programs are “specialized academic environments that serve newly arrived, immigrant English language learners for a limited period of time” (Short & Boyson, 2012). Newcomer students are a diverse population of students with varying backgrounds, such as holding refugee status, or other temporary protective status, undocumented, unaccompanied minors, while others families may hold work visas (Short & Boyson, 2012). Newcomer students often enter with different levels of access to education and some may have had interrupted access to consistent education, therefore there are multilayered socioeconomic, educational, and familial lived experiences amongst the student population at newcomer schools (Bajaj & Suresh, 2018; Short, 2002).

Case Synthesis
This case study takes place at SouthEast High School located in a politically conservative state with a student population of 900. Within the newcomer program student population are students of multiple immigrant statuses, socioeconomic status, and varying races and ethnicities. SEHS’ staff face a paramount challenge in creating spaces that foster meaningful school engagement for newcomer students and their families during a time of policy changes.

The case study takes place in spring 2025 and explores the experiences of Ms. Ariel, a new teacher in a newcomer program; Mr. Fuerte, a Latino school principal; and Victor, an undocumented student who is also an unaccompanied minor. Ms. Ariel witnesses fear amongst the students, upon learning of the new executive orders, she works with Mr. Fuerte and a community organization to have an off campus know your rights workshop. She begins learning of the different status, particularly of Victor who is unaccompanied in the U.S. as well as visa holders who are also afraid of losing their immigration status. She and Mr. Fuerte continue to brainstorm how to support the students given the wide range of immigration statuses and varying needs present within the program.

Discussion
This case study highlights the complexities between working with newcomer students and undocumented students, amongst a changing and restrictive immigration policy landscape. Building trust and sustaining relationships with newcomer students amongst the dismantlement of programs, resources, and policies is all school’s staff responsibility. In times of palpable fear and uncertainty, school leaders and staff must foster trust and relationship building with communities to maintain a sense of safety for students and their families, especially for newcomer populations.

Author

• Diego A Mureno, Chapel Hill-Carrboro City Schools