In January 2025, a policy change limited federal immigration enforcement activities “near sensitive locations”—inside and near schools, churches, medical treatment facilities, and organizations providing social services—and immigration enforcement was rescinded, and immigration agents were told to “use common sense.” Since then, educators report that fear of enforcement activities is increasing the need to address families’ fears and anxieties about students’ access to education.
A U.S. Supreme Court decision in Plyler v. Doe held that denying children an education based on immigration status violates the equal protection clause of the Constitution. States cannot deny free K-12 education to children based on their immigration status, nor can they inquire about the citizenship status of the child or parent during enrollment. The decision has never been challenged successfully, but recent legislative activity in several states (Ohio, Tennessee, New Jersey) has been proposed to require citizenship status to enroll in schools.
At the time of the announced changes to sensitive location protection, NCEA joined with the United States Conference of Catholic Bishops (USCCB) and other Catholic organizations in protesting that decision and advocating for the rights of all persons to be treated with dignity, fairness, and justice—and all continue to do so. Now we are at another moment that requires a Catholic perspective to be shared to address recent events impacting all schools.
In the past year, educators have begun to see how enforcement policies carried out by U.S. Immigration and Customs Enforcement (ICE) have impacted the everyday lives of millions of children and families. Witnessing, in person or through the media, enforcement activities that are aggressive or unpredictable has consequences for school attendance, student learning, classroom environments, and long-term educational outcomes.
A recent national survey conducted by the EdWeek Research Center of principals and teachers showed the most consistent finding on immigration enforcement and education is that fear—whether of detention, deportation, family separation, or enforcement near schools—directly undermines students’ sense of safety. This stress affects students whether they are undocumented themselves or U.S. citizens with immigrant family members, or live in neighborhoods where ICE activities are occurring. Teachers and staff report increasing student anxiety about immigration enforcement and worries about the safety of their families rather than their focus on learning. The emotional distress is not limited to immigrant students alone: peer concern, classroom tension, and community anxiety contribute to an environment that disrupts learning for whole classes.
Schools and religious education programs in many cities are reporting chronic absenteeism as fear of enforcement actions, rumors, or ICE raids causes families and communities to respond to the uncertainty by self-isolation. This occurs even among U.S. citizen students living in mixed-status families. Educators are also reporting racial and ethnic tensions intensifying as students internalize or react to anti-immigrant rhetoric or enforcement actions. Some qualitative surveys have documented increases in bullying, harassment, and stigma directed at immigrant students.
These direct and indirect consequences of indiscriminate enforcement are realities already impacting our school communities and families. Increasing violence, threats of violence, and perceptions of impending violence cry out for peaceful and thoughtful responses. Last year, NCEA made several recommendations that are still applicable when dealing with immigration authorities:
When responding to ICE agent requests for information, follow guidelines set forth by the (arch)bishop and the (arch)diocesan general counsel.
Have local policies in place regarding who to contact if immigration enforcement agents appear at the school.
All teachers, students, parents, volunteers, and employees should be given notice of the school policy and told not to answer any requests for information from any agents and to refer all inquiries to the principal’s office.
School principals, if approached, should immediately ask to see a valid judicial warrant (an administrative warrant is not enforceable) and follow the (arch)diocesan policies in place.
Ask immigration officers to remain outside until a diocesan attorney or other appointed official gives further instructions.
But more needs to be done! Catholic schools, rooted in faith, need to show that faith in action. The gospels and Catholic social teaching about the dignity of the human person, as well as recent statements from Pope Leo XIV and the U.S. bishops, are calling all to support students and families in pastoral, compassionate, and responsible ways.
A compassionate and pastoral approach requires changing the narrative about immigrants, respect for law and lawful authority, and encouraging all to remember our shared humanity and seek nonviolent alternatives. Catholic school communities should have strong anti-bullying policies that explicitly address xenophobia, racial harassment, and stigmatization of others.
Pope Leo, the USCCB, and other Catholic organizations have issued statements and resources for addressing the many aspects of this issue with faith and compassion. You Are Not Alone is a national initiative of the Catholic Church that provides resources to address four key areas of ministry: Emergency and Family Support, Accompaniment and Pastoral Care, Communications and Church Teaching, and Solidarity through Prayer and Public Witness. More information may be found on the immigration site at USCCB.org.
Research consistently links immigration enforcement exposure to heightened anxiety, depression, and stress in children. These mental health stressors interfere with attention, memory, and executive functioning—core components of learning. Addressing the anxiety and fears of students requires commitment of time and resources—some of which may be obtained using Every Student Succeeds Act (ESSA) funding for equitable services available with Title II and Title IV. Professional development services for teachers to create and practice effective strategies for dealing with students in turmoil are available, as well as direct counseling services for students. These should be pursued with the local public school district.
This should be a faith conviction, not a political agenda.
Additional actions may require some political advocacy: campaigning to return protections for previously supported safe spaces and prohibit enforcement actions near or on K–12 school grounds except under judicial warrant. Also, petition congressional representatives to create a national policy that reduces enforcement visibility near schools and requires public reporting on enforcement actions near schools.
As Catholic school educators and Catholic school communities, we are all called to act as responsible citizens and respect and uphold the laws of our nation. Catholic social teaching proclaims that all people, regardless of their immigration status, possess inherent dignity and must be treated with respect. While welcoming the stranger, nations have a right to manage their borders and enforce laws, but this must be done with justice and mercy. Our Catholic schools best serve all students when social teaching supports humanitarian protection for immigrants and targeted and proportionate enforcement. This should be a faith conviction, not a political agenda. We are called to provide all students with a safe and supportive environment that helps them achieve their full potential—spiritually and academically.
Sister Dale McDonald, PBVM, Ph.D.is the vice president of public policy for NCEA.McDonald@ncea.org