President Donald Trump has rescinded a long-standing policy that prohibited federal agents from conducting immigration arrests at sensitive locations such as schools, hospitals, and churches. This change has created widespread apprehension among immigrant families and educational institutions, prompting schools to take measures to prepare for potential scenarios arising from the policy shift.
According to the Migration Policy Institute, approximately 733,000 school-aged children in the United States are living without legal status. This vulnerable group faces increased uncertainty and fear, with schools now at the forefront of addressing these challenges.
Kalyn Belsha, a Chalkbeat reporter, highlights the proactive steps schools are taking in response to this policy change. “They’re preparing for the possibility that things could be happening outside the school while families are dropping their children off or potentially waiting at their bus stop,” Belsha explains. “But then also, what would they do if an agent actually knocked on the door and said, ‘I would like to come in potentially to talk to a staff member or a parent or a child?’”
This fear is not hypothetical. In some cities, parents have already started keeping their children at home out of concern for their safety.
An Incident in Chicago
When asked whether there have been instances of immigration agents appearing at schools, Belsha recounted a recent event in Chicago that underscored the confusion such incidents can cause.
“We had an incident happen in Chicago on Friday where there were some federal agents that showed up at a school asking to come in to interview an 11-year-old who had posted an anti-Trump video on TikTok,” Belsha shared. “They presented their credentials and said [they were] Department of Homeland Security. The school was confused and said, ‘No, you cannot come in.’”
It later emerged that these agents were from the Secret Service, not Immigration and Customs Enforcement (ICE). The Secret Service does not enforce immigration laws. However, the school activated its protocol to protect the student, denying entry because the agents lacked a signed warrant.
“It created all kinds of confusion,” Belsha noted. “No one really understood what was going on for hours until we finally got confirmation that it was Secret Service. I think that’s the kind of example of, even if it isn’t an ICE agent, it creates all kinds of chaos for the school and the school communities. We have not seen documented evidence yet of an agent coming in to get a student.”
Parental Fears and Their Impact
Parents’ fears are not confined to hypothetical scenarios. The fallout from workplace raids has already provided a grim preview of what might happen under the new policy.
“The more common thing we’ve seen play out has been workplace raids that have had huge ripple effects on children and schools,” Belsha explained. In some instances, children have come home to find their parents absent, leaving schools to arrange alternative care.
Teenagers in these situations often find themselves stepping into parental roles, trying to explain the upheaval to younger siblings. The strain on families is immense, with some parents being released on humanitarian parole while others face prolonged detention.
“So we’re going to have to figure out what happens now,” Belsha said. “Whether or not there are people who are released on humanitarian parole or if family members are detained for much longer periods of time.”
Early Effects in Schools
Although the policy change is still relatively new, its impact is already being felt in some communities. In New York City, for example, several migrant parents who are staying in city shelters reported keeping their children home out of fear.
“A colleague of mine spoke with several parents, and they said that they kept their kids home for several days last week,” Belsha recounted. “So I think it’s not totally widespread yet, but in certain instances, some family members have decided to keep their kids home out of fear.”
Schools Caught in the Crossfire
The implications of the policy shift extend beyond families to the schools themselves, which must now navigate a complex and emotionally charged landscape. Administrators and staff are being trained to handle potential visits from federal agents while also addressing the fears of their students and parents.
Belsha’s account underscores the confusion and challenges schools face when responding to such incidents. Even when federal agents are not immigration officials, their presence can lead to panic and disruption. Schools are grappling with how to uphold their primary mission of educating students while also ensuring their safety and well-being.
Conclusion
President Trump’s decision to end restrictions on immigration arrests at sensitive locations has introduced a new layer of fear and uncertainty for immigrant families and schools. While the long-term effects of this policy remain to be seen, early indications suggest that its impact is already reverberating through communities.
Parents, educators, and students alike are left to navigate an uncertain future, with schools emerging as both sanctuaries and battlegrounds in the broader debate over immigration enforcement. As Belsha aptly illustrates, even the mere possibility of federal agents appearing at schools is enough to create chaos, confusion, and fear—an outcome that few would argue is conducive to a productive learning environment.