By Jennifer Lopez, Arizona State University, Sociology. Jennifer is a Parents2Partners intern whose work and research focus on improving the school systems that serve students.
The year 2020 was hard for many students, as COVID-19 forced them into isolation. For one student, whom we will call Leah, it added to the constant anxiety she already carried because of strict immigration policies. Fear of deportation affected her attendance and her sense of safety at school (Capps et al., 2020). Health related enforcement policies also cost her a community of friends, pushing her further into isolation because remote learning was her only option (Park et al., 2023). Leah, now a college student, hesitated to share her story, fearing it might put her family at risk. With the assurance that none of her personal information would ever be shared, she bravely agreed and chose the pseudonym Leah.
A pattern backed by research
Leah’s experience reflects a pattern documented by the Migration Policy Institute. Immigration policies significantly affect the mental health of both immigrant Latino high school students and US born students with immigrant parents, leading to more anxiety, depression, and stress (Capps et al., 2020).
The ripple effect on schools and communities
Immigration enforcement disrupts not only students’ personal lives but whole schools and communities. Fear of deportation leads to absenteeism and disengagement, which add up to lower academic performance (Capps et al., 2020). Students’ social networks weaken, and they lose connection to their community. Understanding these effects is essential for educators, school leaders, parents, and policymakers who want to build a supportive environment for every student.
About this series
For this project, I am interviewing guardians, students, and educators at every level to hear their stories and identify strategies that help. I will also write about research studies and current events and reflect on what I learn along the way.
Participants’ confidentiality and safety come first. No personal details will ever be shared. These conversations are a chance to lift up voices that are rarely heard and to shed light on students’ daily realities.
References
Capps, R., Cardoso, J. B., Brabeck, K., Fix, M., & Ruiz Soto, A. G. (2020). Immigration enforcement and the mental health of Latino high school students. Migration Policy Institute. Read the report
Park, C., Shimada, S., & Angelica, P. (2023). The impact of COVID-19 and anti-immigration policy on an undocumented student in the United States: A qualitative case study. Journal of Global Health Reports, 7, e2023016. doi:10.29392/001c.75168