Immigrant students continue to face unprecedented education challenges
A variety of barriers, both intentional and unintentional, hinder immigrant students’ success in U.S. schools; policymakers must seek urgent change
BRIANNA PAULINO
Elementary students enjoying a classroom activity, Allison Shelley for All4Ed
Introduction:
Education is a fundamental human right that cannot be ignored. It is both essential and just that all students, regardless of immigration status, have the right resources for their education. But sometimes, obstacles make this impossible, which has affected immigrant students. Since the start of the Trump administration in 2025, anti-immigrant rhetoric has escalated in the U.S. in both political and media landscapes. Such damaging speech worsens the unique and complex educational experiences of immigrant students. Harmful rhetoric impacts many students, particularly as roughly a million students in the U.S. are immigrants studying here for less than three years, with 7% of public school students having an undocumented parent. Immigrant students and children of undocumented immigrants have specific challenges that impede their educational progress; therefore, solutions are necessary to assist them throughout their academic journey in the U.S.
Unique Barriers Faced by Immigrant Students + Students With Undocumented Parents
Immigrant students and those with undocumented parents face specific educational barriers, unlike citizen students and those with citizen parents. The most prominent barrier, due to the rise of anti-immigrant rhetoric, is fear and anxiety. The civil rights project at UCLA has reported that since 2009, immigration enforcement and deportations have increased significantly. With political messages that showcase immigrants as "harmful criminals", it increased enforcement, even unconstitutional enforcement. The Immigration and Customs Enforcement (ICE) expanded its presence during both Trump administrations, creating trauma and instability for immigrant students and beyond. For example, the Civil Rights Project surveyed teachers about their students following the rise of anti-immigration rhetoric during Trump's first term. Sixty percent of teachers reported that immigrant students' academic performance decreased. As stated by one Tennessee High School administrator, these students are not thinking about their education because they are more worried about the stability and safety of their families. It is difficult for students to focus on themselves, and increased ICE presence worsens it. Not only does performance decrease, but mental health problems may arise, too. `
These anxieties increase with Trump's second term beginning in 2025. On his first day of office, Trump rescinded a policy that was passed in 2011 that protected sensitive public areas, including schools, from immigrant enforcement. Due to this policy shift, ICE can arrest people in schools, causing more concern for students and parents than before. For example, in August 2025, a father was detained by ICE while he waited to pick up his child in Linda Vista Elementary School in San Diego, causing extensive fear in the school community. With the fear of getting arrested on the back of their minds, students would choose their safety over their education. Surveys show that students often miss school for days when ICE agents are near schools because they're scared of raids. Not only does this affect the students' mental health and academic performance, but it also affects the overall class environment. Teachers may need to adjust lesson plans while students worry about their peers. It disrupts education, but most importantly, for those affected by the idea of raids entering the classroom.
Despite the fear that students experience, another drawback that immigrant students and students with undocumented parents experience is the language and cultural barriers. In the U.S., all subjects, especially literature and writing, are taught with English instruction. This can be a challenge for immigrant students and students whose parents are undocumented, since their families mostly speak their native language at home. In a study done in 2012, it was shown that English language proficiency was a strong predictor of academic achievement. Most of the time, students from another non-English country or raised in a non-English household are English language learners. Learning a language to reach fluency takes time; however, if students do not have classes focusing on learning the language, they may fall behind in their studies. A study done at CUNY has showcased that low English proficiency can cause poor test scores, anxiety in class, social exclusion, and academic disengagement. Without the proper resources and classes to assist students in their English proficiency, they may fall behind in classes focused on reading and writing. However, language and culture go hand in hand.
Conflicts do arise when two cultures clash with each other. For example, a former student who moved from Mexico to El Paso, Texas, says immigrant children are disadvantaged because they lack awareness of advanced American education resources and opportunities like second-language high school programs. International school systems and American school systems have their differences. Those with parents who grew up in America have an advantage in understanding how the system works, especially when achieving higher education. Students new to the American school system would have to depend on themselves and their research since their parents went through a different education system or did not have the opportunities to. Another cultural conflict is balancing their heritage with their new Americanized culture. Students reportedly feel stressed and experience conflict navigating their cultural identity while assimilating into American society, sometimes disrupting focus on education. Balancing two or more cultures may add questions regarding identity, adding more internal issues for these students. These unique language and cultural barriers that these students face offer challenges to their education.
Immigrant students and students who have undocumented parents also tend to face socioeconomic and structural barriers. Neighborhood segregation is still present, and it often pushes immigrant families toward lower-quality schools that are underfunded and low-performing. This creates an overall worry in these students' living and educational experiences. According to the Urban Institute, research has shown that segregated educational experiences can have long-term consequences on students' health, education, and job opportunities. For children of immigrants, families tend to have less access to private and safety net resources that can help students in their educational journey. For example, undocumented students are ineligible for most financial aid, causing a limit on their access to higher education. Higher education is a costly investment, yet it can be difficult to continue due to finances. Roadblocks preventing these opportunities may hinder motivation towards education. Since several immigrant families tend to be low-income, parents must work more to make ends meet. By focusing on work, parents may not have time to support their children with their education. This can also impact students as they may have to work to support their families, causing less focus on their education. At times, safety and comfort may go above education. Further advancement opportunities may be limited without the proper resources to assist these families.
Addressing the Crisis: Potential Solutions
Knowing that outside factors may be difficult to change, schools should implement changes and resources that help students. Firstly, it is strengthening multilingual and academic support for immigrant students and students with undocumented parents. In an EdWeek article, it has been mentioned that schools are required to offer English-language development services to students who are learning English. However, it has been found that some schools, such as a few in Massachusetts, according to a study, do not follow these requirements, leading to a lack of resources for students to succeed. One of the most significant recommendations showcased in the article is implementing co-teaching methods. Michigan uses co-teaching by pairing content experts with language development experts. Teachers collaborate in delivering the content by helping students develop their English learning skills. Additional suggestions to support students' English and academic progress include implementing more tutoring sessions led by bilingual subject-matter experts, especially those who speak the students' heritage language. They can get one-on-one support from someone who connects with them through their language and improves their English skills. Additionally, implementing free summer programs and after-school tutoring can help expand resources to these students. Expanding and using educational resources focused on language development would help students feel more at ease learning English without losing their heritage language roots. Having schools focus on developing these resources is essential to achieving that goal.
While academically, these students need to get the support they need to improve, ensuring they feel seen and heard is also very important. Thus, prioritizing cultural sensitivity is vital for their overall well-being. A research paper published through the CUNY Graduate Center showcased the critical steps to build inclusive school cultures. These steps include increasing staff diversity in their schools, having books in the students' heritage languages, and offering support for home-language development. Immigrant students throughout their lives may feel excluded due to their different cultural background compared to their peers. With that in mind, it is essential for them to feel included, seen, and heard through the school curriculum and environment. Especially in times of anti-immigrant rhetoric, these students need to know that they are a part of the American narrative, regardless of what the media says.
Economic disparities tend to put a burden on immigrant students and students with undocumented parents. Through that, schools must offer the proper resources to help them through these situations to succeed. One school that does just that is the RFK School for the Visual Arts and Humanities in Los Angeles. The Principal emphasized the importance of helping these students with their financial struggles, thus implementing a program focused on that. One of them has students using Linked Learning to get real-world experience, find paid internships, and develop skills they may lack or have not seen. Through this resource, students can work towards these opportunities. As mentioned earlier, some students have parents who have not gone through the American education system; thus, they are entirely new to it. These students can be ahead of the game with free programs focusing on career and college building. Another program the school implements is workshops for families that focus on assisting them with their financial situations and continuing to support the students' needs. Another resource that can help these students is nonprofit organizations like the California Community Foundation. This nonprofit addresses systemic challenges that immigrant communities face, such as providing housing and financial and mental health resources. Community efforts, such as foundations and organizations, are vital to ensuring immigrant students and students with undocumented parents get the assistance they rightfully deserve.
Step Up and Advocate: Advocacy’s Powerful Impact
Advocacy is another powerful solution to help these families. Due to rising anti-immigrant sentiment and risks of family separations, those able should advocate for those unable to. Policymakers are the leading contenders to push for change to help these students' learning and safety. For example, it has been reported that states such as California, Illinois, and Maryland have started to implement policies that focus on protecting immigrant students on school grounds, while others are supporting the undocumented students' right to a free education. Referencing the 1982 Player v. Doe decision stating immigration status does not impact public education access, states are set to present legislation to safeguard these students' rights to a just, safe education. With the unjust actions that the current administration is taking, local and state governments need to counterattack to protect these students and their families. Commencing change within the political realm is essential for a trickle-down actual impact.
Suppose governments cannot reinforce important policies on time or want to implement restrictive policies. In that case, it is necessary for us, the people, to stand up to those who cannot. The UCLA Civil Rights Project has an insightful list of ways to combat the issues these students are going through. They involve: pushing Congress to approve broad immigration changes, investing in local schools, encouraging community involvement to build reliable relationships with undocumented parents and students, and establishing strong partnerships with community organizations offering resources to immigrant families. It is essential for us, as humans, to fight for justice for the immigrant population. America is known as a country built by immigrants, for immigrants. Ensuring that the next generation can succeed with a fair and equitable education experience is important.
Conclusion
Immigrant students and those with undocumented parents face overlapping educational, linguistic, emotional, and economic challenges that are rooted in systemic exclusion and reinforced by harmful rhetoric and inadequate policy. These obstacles are the product of systems that harm immigrant youth. If America is to live up to its values of opportunity and equity, schools and policymakers must respond with urgency and empathy by implementing reforms that protect, empower, and uplift these students. By removing barriers and expanding opportunities, we are investing in their futures and safeguarding the next generations.
