How did we get here and where do we go from here?: Supporting undocumented students through a pandemic
Robin DeLuca-Acconi1, Melissa Bessaha1, Suzanne L Velázquez1
1School of Social Welfare.
School Psychology (Washington, D.C.)
|February 28, 2022
Summary
The COVID-19 pandemic disproportionately impacted communities of color, especially undocumented students, due to historical inequities in education and immigration policies. Interventions are needed to support their academic, emotional, and social well-being.
Area of Science:
- Public Health
- Education Policy
- Sociology
Background:
- Communities of color face disproportionate impacts from the COVID-19 pandemic due to historical under-resourcing and marginalization.
- Educational inequities in the U.S. were exacerbated by the pandemic, particularly affecting undocumented students due to intersecting immigration policies.
- Undocumented students experienced adverse academic, emotional, and social outcomes due to lack of healthcare, fear of deportation, and reliance on technology.
Purpose of the Study:
- To trace the historical roots of educational segregation and immigration policies contributing to the pandemic's impact on undocumented students.
- To discuss anti-oppressive interventions for undocumented students within an ecological framework.
- To outline the ethical responsibilities of school-based mental health professionals in supporting undocumented students.
Main Methods:
- Historical analysis of educational segregation and immigration policies.
- Literature review on the impact of the COVID-19 pandemic on vulnerable student populations.
- Application of an anti-oppressive ecological framework for intervention strategies.
Main Results:
- Decades of discriminatory policies created systemic disadvantages for communities of color, amplified by the pandemic.
- Undocumented students faced unique challenges including healthcare access, deportation fears, and digital divides, leading to negative outcomes.
- Existing educational and immigration policies created a vulnerable environment for undocumented students during the health crisis.
Conclusions:
- School-based mental health professionals have ethical obligations to support undocumented students' potential and well-being.
- Advocacy for systemic change in immigration and educational policies is crucial.
- Anti-oppressive interventions are necessary to mitigate the pandemic's adverse effects on undocumented students.
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