The 2025–2026 school year has brought significant changes to the educational landscape for immigrant, newcomer, and multilingual students. The U.S. Department of Education dissolved the Office of English Language Acquisition (OELA), the federal office that helps schools pay for services for English learners. There is ongoing uncertainty surrounding the future of the Deferred Action for Childhood Arrivals (DACA) program, which provides temporary protection from deportation for undocumented immigrants who entered the country as children. Many DACA recipients are educators and this uncertainty has created anxiety about the ability to remain in the classrooms and communities they serve. Immigration enforcement has increased. And the 1982 landmark Supreme Court decision Plyler v. Doe—which affirms all children’s access to a free K–12 education, regardless of their immigration status—faces challenges from multiple state legislative efforts seeking to undermine protections.
America is a nation of immigrants, and the success of all students regardless of immigration status is essential to our economic success and the fiber of our democracy. The question facing schools today is no longer simply whether immigrant-origin students have the right to attend school. It is whether schools have the tools, resources, and support necessary to ensure those students feel safe enough to fully participate in the classroom. A student’s legal right to enroll means little if fear of immigration enforcement keeps them from attending regularly, participating in class, or trusting the adults responsible for their education. Similarly, educators cannot be expected to respond to increasingly complex student and family needs without the clear guidance, adequate resources, and policies that reinforce schools as places of safety and belonging. Fulfilling the promise of Plyler v. Doe requires more than keeping school doors open—it requires creating learning environments where every student can engage, grow, and thrive.
As policymakers and advocates work to push back against these attacks and create the conditions under which all students can thrive, it is essential to learn from the experiences of educators on the ground to inform policy recommendations and strategy. From April to May 2026, the National Newcomer Network fielded a survey among its members—a mix of educators, administrators, advocates, and other leaders—to better understand the needs of those who serve undocumented, immigrant, and newcomer students. We received fifty-eight responses from members across forty-one different cities in twenty-five states plus the District of Columbia and Puerto Rico. This commentary draws from their experiences and insights, as well as other recent K–12 polling The Century Foundation has done, to make recommendations for ensuring that all students, regardless of their immigration status, can thrive.
When Fear Enters the Classroom
Across the country, educators are witnessing how immigration policy is reshaping the daily experiences of students and families. Anxiety and growing concerns about student privacy have become recurring themes in conversations with school leaders, teachers, counselors, and community organizations serving immigrant-origin students.
Of the members who responded to our survey, 81 percent reported witnessing increased student anxiety and trauma as a result of immigration actions or rumors of enforcement, and 79 percent reported fear and uncertainty among school staff.
These challenges are not limited to communities where immigration enforcement occurs. Research increasingly demonstrates that the fear of enforcement alone can influence whether families participate in school activities, whether students attend class consistently, and whether parents feel comfortable communicating with educators. Constant fear has become an educational issue.
At the same time, schools continue serving as one of the few trusted institutions for many immigrant families. Educators, multilingual staff, counselors, administrators, and community partners are working every day to reassure families, connect them with legal and social services, and create welcoming environments where students can focus on learning despite growing uncertainty. But there are limits to what schools can do in these conditions.
In our survey, educators reported students missing school, families afraid to come to school buildings, and, in some communities, families choosing to withdraw from schools or leave their communities altogether. Seventy-four percent of respondents said their school was experiencing increased student absenteeism as a result of immigration actions or rumors of enforcement, 70 percent reported a decline in family and engagement, and 60 percent reported incidents of families in their school community deciding to self-deport.
Similarly, a recent Century Foundation survey of more than 2,000 voters nationwide conducted by Morning Consult May 21–24, 2026 shows that more than two-thirds of Americans (68 percent) are concerned about teachers and school staff having to determine students’ immigration status and report undocumented children to immigration officials, with 44 percent saying they are “very concerned.” An even higher share of voters are concerned about public schools losing funding as enrollment drops in communities with large immigrant populations (70 percent) and additional groups of students, such as students with disabilities, losing the right to a free education (78 percent) on the heels of the wave of attacks on immigrant students.
The rippling consequences of these actions can be huge for students. While some students are absent because they fear coming to school, others feel they must work instead. A school district leader from California reported that their school has seen “youth choosing to work over school due to fear they will have to return home and feeling like there may not be a future for them in the U.S.” Some are “choosing work to pay for attorneys and other USCIS fees.” A teacher from New York shared, “We’re seeing family members self-deport which then means that the student loses some of their support structure so then they have to drop out in order to work.” Likewise, a school counselor from Indiana shared, “I have seen students having to take on new/additional responsibilities at home because a caregiver was detained or deported and/or because the family is preparing for scenarios where a detention/deportation could occur.” These are not isolated incidents—they are indicators of how immigration policy is increasingly shaping school climate and students’ ability to fully participate in learning.
The consequences extend well beyond individual students. When families are reluctant to attend parent–teacher conferences, students fear returning home after school, or educators are uncertain about how to respond to immigration-related questions, the entire educational environment is affected. One program manager from Texas noted, “Families are afraid to share information upon enrollment. Reluctance to share important information creates blind spots in service.” Ensuring that schools remain places of safety, stability, and belonging is therefore not only an educational priority—it is essential to fulfilling the promise of equal educational opportunity for every child.
What Schools, Districts, and Education Leaders Can Do Now
The concerns raised by the National Newcomer Network polling are not limited to educators. The Century Foundation’s aforementioned recent polling of 2,000 voters nationwide also found that Americans across political affiliations overwhelmingly support protecting universal public education and ensuring every child has the opportunity to learn in a safe and welcoming environment. As policymakers continue to debate immigration and education policy in light of these findings, several lessons emerge for school and district leaders to consider.
1. Reaffirm that Plyler v. Doe Remains the Law
More than four decades ago, the U.S. Supreme Court held in Plyler v. Doe (1982) that states may not deny children access to a free public K–12 education based on their immigration status. The Court recognized that denying children an education would impose lasting harm on both students and society. School and district leaders should ensure that staff and families understand Plyler remains the law of the land and that all children, regardless of immigration status, have the right to enroll in and attend public school without discrimination. They should also make sure to communicate clearly with families about these rights.
2. Protect Student Privacy and Build Staff Confidence
As questions surrounding immigration enforcement continue to grow, school districts should review their policies regarding student records and confidentiality. Staff should be trained on the requirements of the Family Educational Rights and Privacy Act (FERPA), understand what information can and cannot be shared, and be familiar with district protocols for responding to requests for student information. This includes providing consistent protection of students’ privacy even in the face of the Trump administration’s changes to public benefits programs. Schools should also provide educators and front office staff with clear guidance, “Know Your Rights” resources, and referral pathways so they are prepared to respond appropriately while protecting students and families.
3. Create Safe, Welcoming, and Inclusive School Environments
Belonging begins with intentional school culture. Districts should prioritize language access by providing high-quality interpretation and translation services, communicating with families in their preferred language and ensuring multilingual information is readily available. Schools should create meaningful family engagement opportunities, celebrate students’ linguistic and cultural assets, and display visible messages that communicate that every student is welcomed, valued, and respected regardless of background or immigration status.
4. Strengthen Community Partnerships
Schools cannot meet every need alone. Building strong partnerships with trusted community organizations expands the network of support available to students and families. Districts should collaborate with legal service providers, mental health professionals, community-based organizations, and faith-based partners to connect families with immigration legal assistance, counseling services, food and housing resources, and other wraparound support. These partnerships help schools respond more effectively while building trust within immigrant communities.
5. Invest in Educator Learning and Capacity
Educators continue to express a desire for practical guidance on supporting immigrant and newcomer students. Districts should invest in ongoing professional learning focused on culturally and linguistically responsive practices, trauma-informed instruction, newcomer student supports, and the legal rights of immigrant-origin students. Bringing together experts in immigration law, multilingual education, and student wellness can help educators better understand evolving policies while equipping them with strategies to foster safe and inclusive learning environments. And educators themselves should feel empowered to advocate for their immigrant students and encourage their schools and districts to take actions that support them.
How States Can Step Up
In addition to the actions that school districts can take to support immigrant students and the educators that serve them, states play an important role in establishing programs, funding streams, and protections. First and foremost, as uncertainty rises surrounding the future of Plyler and the federal constitutional right of all students to education regardless of immigration status, states can take these affirmative steps to help ensure that the intent of Plyler and other student protections persist:
- Pass state-level legislation that codifies the rights defined under Plyler, protecting students in the event that the U.S. Supreme Court overturns Plyler in a future decision.
- Establish clear statewide protections for schools, learning centers, and institutions as safe and welcoming spaces for immigrants and newcomers.
- Adopt policies and protocols that limit immigration enforcement activities on school grounds and other educational facilities to the fullest extent permitted by law—establishing clear procedures for responding to requests from immigration authorities.
Furthermore, as states meet the challenge of providing every child a public education, there are steps they can take to help ensure that immigrant, newcomer, and multilingual students have the services and other resources they need in order to thrive. TCF’s 2025 review of state policies supporting newcomer students includes recommendations for policies that states should implement:
- Develop a statewide definition of “newcomer” or another similar term, such as “recently arrived English learners” or “recent arrivers,” that is clear and consistent across all SEA sites and materials, inclusive, and appropriately time-bound.
- Establish eligibility for targeted newcomer services for up to three or four years in order to allow students ample time to become proficient in English and adjust to their new educational environments during their first critical years in U.S. schools.
- Collect and disaggregate data on key variables such as years in the United States, English proficiency, home language, and prior schooling—as well as educational outcomes and behavioral metrics throughout their time in the district—to better understand newcomers’ experiences and inform programs and supports.
- Publish these data regularly, suppressing some measures as appropriate—particularly to protect student privacy. Format data appropriately to inform funding formulas and statewide public reporting (for example, dashboards or summary reports), so as to support transparency and targeted resource allocation across the state.
- Develop a robust, transparent, and sustained funding structure for newcomer students to supplement federal Title III dollars and other formula funding that may aid but does not explicitly target their unique needs. The funding should promote equity and sustainable, long-term support for students in their first few critical years in the state’s public schools, and perform routine and transparent reporting on its use and impact.
Looking Ahead
The evidence is clear: when schools no longer feel safe, learning suffers. This is a recurring issue that national organizations are seeing and reporting on. This reality is echoed by the experiences and survey responses of school leaders from the National Newcomer Network. Across the country, communities are working together every day to ensure that immigrant, newcomer, and multilingual students are protected and given every opportunity to succeed.
However, the challenges ahead cannot be addressed by schools alone. They require sustained collaboration among educators, policymakers, advocates, researchers, philanthropy, and community partners to uphold the constitutional protections that have long served as the foundation of educational opportunity in the United States.
As communities prepare for the new school year, there is an opportunity to ensure that our schools continue to reflect our nation’s highest ideals of opportunity, inclusion, and equal protection. By investing in welcoming schools, protecting students’ rights, and strengthening the partnerships that support all students—including those of immigrant-origin families—schools, districts, and educators can ensure that every child has the opportunity not only to access a public education, but also to fully participate in it, learn, belong, and thrive.
Tags: newcomer students, national newcomer network, immigrant students
Educators Say Immigration Enforcement Is Emptying Their Classrooms
The 2025–2026 school year has brought significant changes to the educational landscape for immigrant, newcomer, and multilingual students. The U.S. Department of Education dissolved the Office of English Language Acquisition (OELA), the federal office that helps schools pay for services for English learners. There is ongoing uncertainty surrounding the future of the Deferred Action for Childhood Arrivals (DACA) program, which provides temporary protection from deportation for undocumented immigrants who entered the country as children. Many DACA recipients are educators and this uncertainty has created anxiety about the ability to remain in the classrooms and communities they serve. Immigration enforcement has increased. And the 1982 landmark Supreme Court decision Plyler v. Doe—which affirms all children’s access to a free K–12 education, regardless of their immigration status—faces challenges from multiple state legislative efforts seeking to undermine protections.
America is a nation of immigrants, and the success of all students regardless of immigration status is essential to our economic success and the fiber of our democracy. The question facing schools today is no longer simply whether immigrant-origin students have the right to attend school. It is whether schools have the tools, resources, and support necessary to ensure those students feel safe enough to fully participate in the classroom. A student’s legal right to enroll means little if fear of immigration enforcement keeps them from attending regularly, participating in class, or trusting the adults responsible for their education. Similarly, educators cannot be expected to respond to increasingly complex student and family needs without the clear guidance, adequate resources, and policies that reinforce schools as places of safety and belonging. Fulfilling the promise of Plyler v. Doe requires more than keeping school doors open—it requires creating learning environments where every student can engage, grow, and thrive.
As policymakers and advocates work to push back against these attacks and create the conditions under which all students can thrive, it is essential to learn from the experiences of educators on the ground to inform policy recommendations and strategy. From April to May 2026, the National Newcomer Network fielded a survey among its members—a mix of educators, administrators, advocates, and other leaders—to better understand the needs of those who serve undocumented, immigrant, and newcomer students. We received fifty-eight responses from members across forty-one different cities in twenty-five states plus the District of Columbia and Puerto Rico. This commentary draws from their experiences and insights, as well as other recent K–12 polling The Century Foundation has done, to make recommendations for ensuring that all students, regardless of their immigration status, can thrive.
When Fear Enters the Classroom
Across the country, educators are witnessing how immigration policy is reshaping the daily experiences of students and families. Anxiety and growing concerns about student privacy have become recurring themes in conversations with school leaders, teachers, counselors, and community organizations serving immigrant-origin students.
Of the members who responded to our survey, 81 percent reported witnessing increased student anxiety and trauma as a result of immigration actions or rumors of enforcement, and 79 percent reported fear and uncertainty among school staff.
These challenges are not limited to communities where immigration enforcement occurs. Research increasingly demonstrates that the fear of enforcement alone can influence whether families participate in school activities, whether students attend class consistently, and whether parents feel comfortable communicating with educators. Constant fear has become an educational issue.
At the same time, schools continue serving as one of the few trusted institutions for many immigrant families. Educators, multilingual staff, counselors, administrators, and community partners are working every day to reassure families, connect them with legal and social services, and create welcoming environments where students can focus on learning despite growing uncertainty. But there are limits to what schools can do in these conditions.
In our survey, educators reported students missing school, families afraid to come to school buildings, and, in some communities, families choosing to withdraw from schools or leave their communities altogether. Seventy-four percent of respondents said their school was experiencing increased student absenteeism as a result of immigration actions or rumors of enforcement, 70 percent reported a decline in family and engagement, and 60 percent reported incidents of families in their school community deciding to self-deport.
Similarly, a recent Century Foundation survey of more than 2,000 voters nationwide conducted by Morning Consult May 21–24, 2026 shows that more than two-thirds of Americans (68 percent) are concerned about teachers and school staff having to determine students’ immigration status and report undocumented children to immigration officials, with 44 percent saying they are “very concerned.” An even higher share of voters are concerned about public schools losing funding as enrollment drops in communities with large immigrant populations (70 percent) and additional groups of students, such as students with disabilities, losing the right to a free education (78 percent) on the heels of the wave of attacks on immigrant students.
The rippling consequences of these actions can be huge for students. While some students are absent because they fear coming to school, others feel they must work instead. A school district leader from California reported that their school has seen “youth choosing to work over school due to fear they will have to return home and feeling like there may not be a future for them in the U.S.” Some are “choosing work to pay for attorneys and other USCIS fees.” A teacher from New York shared, “We’re seeing family members self-deport which then means that the student loses some of their support structure so then they have to drop out in order to work.” Likewise, a school counselor from Indiana shared, “I have seen students having to take on new/additional responsibilities at home because a caregiver was detained or deported and/or because the family is preparing for scenarios where a detention/deportation could occur.” These are not isolated incidents—they are indicators of how immigration policy is increasingly shaping school climate and students’ ability to fully participate in learning.
The consequences extend well beyond individual students. When families are reluctant to attend parent–teacher conferences, students fear returning home after school, or educators are uncertain about how to respond to immigration-related questions, the entire educational environment is affected. One program manager from Texas noted, “Families are afraid to share information upon enrollment. Reluctance to share important information creates blind spots in service.” Ensuring that schools remain places of safety, stability, and belonging is therefore not only an educational priority—it is essential to fulfilling the promise of equal educational opportunity for every child.
What Schools, Districts, and Education Leaders Can Do Now
The concerns raised by the National Newcomer Network polling are not limited to educators. The Century Foundation’s aforementioned recent polling of 2,000 voters nationwide also found that Americans across political affiliations overwhelmingly support protecting universal public education and ensuring every child has the opportunity to learn in a safe and welcoming environment. As policymakers continue to debate immigration and education policy in light of these findings, several lessons emerge for school and district leaders to consider.
1. Reaffirm that Plyler v. Doe Remains the Law
More than four decades ago, the U.S. Supreme Court held in Plyler v. Doe (1982) that states may not deny children access to a free public K–12 education based on their immigration status. The Court recognized that denying children an education would impose lasting harm on both students and society. School and district leaders should ensure that staff and families understand Plyler remains the law of the land and that all children, regardless of immigration status, have the right to enroll in and attend public school without discrimination. They should also make sure to communicate clearly with families about these rights.
2. Protect Student Privacy and Build Staff Confidence
As questions surrounding immigration enforcement continue to grow, school districts should review their policies regarding student records and confidentiality. Staff should be trained on the requirements of the Family Educational Rights and Privacy Act (FERPA), understand what information can and cannot be shared, and be familiar with district protocols for responding to requests for student information. This includes providing consistent protection of students’ privacy even in the face of the Trump administration’s changes to public benefits programs. Schools should also provide educators and front office staff with clear guidance, “Know Your Rights” resources, and referral pathways so they are prepared to respond appropriately while protecting students and families.
3. Create Safe, Welcoming, and Inclusive School Environments
Belonging begins with intentional school culture. Districts should prioritize language access by providing high-quality interpretation and translation services, communicating with families in their preferred language and ensuring multilingual information is readily available. Schools should create meaningful family engagement opportunities, celebrate students’ linguistic and cultural assets, and display visible messages that communicate that every student is welcomed, valued, and respected regardless of background or immigration status.
4. Strengthen Community Partnerships
Schools cannot meet every need alone. Building strong partnerships with trusted community organizations expands the network of support available to students and families. Districts should collaborate with legal service providers, mental health professionals, community-based organizations, and faith-based partners to connect families with immigration legal assistance, counseling services, food and housing resources, and other wraparound support. These partnerships help schools respond more effectively while building trust within immigrant communities.
5. Invest in Educator Learning and Capacity
Educators continue to express a desire for practical guidance on supporting immigrant and newcomer students. Districts should invest in ongoing professional learning focused on culturally and linguistically responsive practices, trauma-informed instruction, newcomer student supports, and the legal rights of immigrant-origin students. Bringing together experts in immigration law, multilingual education, and student wellness can help educators better understand evolving policies while equipping them with strategies to foster safe and inclusive learning environments. And educators themselves should feel empowered to advocate for their immigrant students and encourage their schools and districts to take actions that support them.
How States Can Step Up
In addition to the actions that school districts can take to support immigrant students and the educators that serve them, states play an important role in establishing programs, funding streams, and protections. First and foremost, as uncertainty rises surrounding the future of Plyler and the federal constitutional right of all students to education regardless of immigration status, states can take these affirmative steps to help ensure that the intent of Plyler and other student protections persist:
Furthermore, as states meet the challenge of providing every child a public education, there are steps they can take to help ensure that immigrant, newcomer, and multilingual students have the services and other resources they need in order to thrive. TCF’s 2025 review of state policies supporting newcomer students includes recommendations for policies that states should implement:
Looking Ahead
The evidence is clear: when schools no longer feel safe, learning suffers. This is a recurring issue that national organizations are seeing and reporting on. This reality is echoed by the experiences and survey responses of school leaders from the National Newcomer Network. Across the country, communities are working together every day to ensure that immigrant, newcomer, and multilingual students are protected and given every opportunity to succeed.
However, the challenges ahead cannot be addressed by schools alone. They require sustained collaboration among educators, policymakers, advocates, researchers, philanthropy, and community partners to uphold the constitutional protections that have long served as the foundation of educational opportunity in the United States.
As communities prepare for the new school year, there is an opportunity to ensure that our schools continue to reflect our nation’s highest ideals of opportunity, inclusion, and equal protection. By investing in welcoming schools, protecting students’ rights, and strengthening the partnerships that support all students—including those of immigrant-origin families—schools, districts, and educators can ensure that every child has the opportunity not only to access a public education, but also to fully participate in it, learn, belong, and thrive.
Notes
Tags: newcomer students, national newcomer network, immigrant students