Photo credit: hechingerreport.org
In a poignant case out of North Carolina, two elementary school students, both under 10 years old, waited for their parents to return home. During this time, they took it upon themselves to tidy up the house and prepare meals. Their home was found spotless when help arrived.
The children had been absent from school for several days. After a three-day absence, a concerned school representative contacted someone in the community to check on their welfare.
These youngsters managed to care for themselves, making food and staying hydrated, thanks to the survival skills their parents, who had been detained by ICE, instilled in them. This allowed the children to cope until someone intervened.
This scenario is not an isolated incident. Such circumstances are likely unfolding throughout the United States as the Trump administration intensifies deportation efforts directed at undocumented immigrants. These evolving policies are having profound effects on children across the nation.
Related: There is much happening in classrooms from kindergarten through high school. Stay informed with our free weekly newsletter on K-12 education.
Now, more than ever, educators need to step up. Children are facing uncertainty and distress in countless ways. Protections that allow them to express their gender identities are increasingly under siege. Their rights to learn about their diverse heritage and appreciate the value of their communities are being systematically eroded.
The accumulation of these threats, piece by piece, leads to significant harm. Vigilance is crucial.
It is important to understand that individual teachers cannot be the only line of defense against these challenges. Comprehensive systems are necessary to facilitate immediate actions concerning student welfare.
Educational institutions at all levels need to provide resources such as wellness checks, counseling services, and avenues for collaboration with community resources, enabling prompt action when the safety of students is threatened.
As stewards of public education, we are tasked with protecting children’s well-being by acting decisively to ensure their safety and security. This includes recognizing when students are absent or appearing distressed.
The intersection of politics and education has long been a challenging terrain. Regardless of the political discourse, educators have shared a unified mission to cultivate children’s ability to think critically and thrive.
State constitutions, including North Carolina’s, affirm that every child deserves a “sound basic education,” and our professional ethics extend to ensuring their safety. One primary focus of the code of ethics for educators emphasizes the moral obligation to protect students from conditions that impede their learning or threaten their health and safety.
This form of protection must manifest in actionable terms. When our students face adversity, we are backed by constitutional guarantees and ethical obligations.
The troubling account of the children left unattended due to their parents’ detention serves as a stark reminder of the challenges many face today. The emotional and psychological burdens placed upon these young individuals during their time alone are unimaginable, yet they demonstrated remarkable resilience.
In their solitude, they might have engaged with their favorite stories or applied cooking measurements learned in the classroom. Ultimately, the guidance provided by their families and community was pivotal in ensuring their safety.
When the community member finally checked on them, they utilized a “safe word” — a precaution the children had been taught to heed before allowing anyone into their home.
Only upon hearing that phrase did the children open the door, expressing immediate concern for their parents’ well-being and potential involvement with ICE.
This illustrates the stark new reality for many children. They live by a code centered on self-preservation, employing strategies learned to navigate a world fraught with uncertainty and danger.
Related: Changes have positioned immigration enforcement against child care facilities. Here’s how it has shifted.
A pervasive atmosphere of fear now surrounds the community affected by these recent detentions. Many are retreating into silence, evading authorities, fearing consequences for themselves and their families. This situation represents a breach of our ethical commitment to safeguard these children, who are now absent from school due to their apprehension.
Addressing this injustice should foster a collective resilience among education professionals. This is a call to action that defines our dedication to the profession.
The children faced these challenging circumstances with courage. Educators must be equally prepared to respond effectively.
We must wield our voices to draw attention to the adversities faced by the children we know, respect, and educate. It is essential to replace silence with open dialogues about their struggles and our shared capacity to survive and resist. Our commitment to public service must be infused with compassion.
We bear a professional obligation to confront these issues head-on. This transcends moral discussions; as their educators, we must ask ourselves: How will our students endure these trials? And in what ways can we empower them?
Simona Goldin is a research professor in the Department of Public Policy at the University of North Carolina. Debi Khasnabis is a clinical professor at the University of Michigan’s Marsal School of Education.
Source
hechingerreport.org