ICE says ‘Not Today’ to DC school raids on first day of classes: But can students learn under the shadow of tomorrow’s fear?
In most American cities, the first day of school is a pageant of backpacks, sharpened pencils, and the excited chatter of children. But in Washington, DC, today, that ritual comes with a caveat written in federal ink as the school year kicks off across DC today, August 25. Acting ICE Director Todd Lyons told NBC News earlier this week that “day one, you’re not going to see us,” but noted that there might be circumstances when ICE officers may need to come to schools in the future.This reassurance comes against the backdrop of a major policy shift under Donald Trump’s new term: Federal guidance that Immigration and Customs Enforcement (ICE) agents can now enter schools, once considered “sensitive locations” largely off-limits under previous administrations. What was once unthinkable—immigration enforcement officers appearing in classrooms, cafeterias, or playgrounds—has now been codified as permissible under “exigent circumstances.” The first-day pledge of “not today” is therefore less a guarantee of safety than a reminder of a broader, more enduring vulnerability.
How fear replaces learning
That two-word reassurance—not today—is precisely the problem. It concedes that tomorrow is always in play. And classrooms cannot thrive on conditional safety. Fear has a way of colonising the very space meant for learning. As the Learning Policy Institute has pointed out, chronic stress hijacks the brain’s prefrontal cortex, the seat of working memory and attention. When students are silently calculating whether their parents will be home at dismissal, they are not calculating fractions.The American Psychological Association describes this in starker terms: Trauma rewires schooling into survival. A child who flinches at every knock on the door is not inattentive by choice; her neurological resources are already deployed in vigilance. Teachers mistake this for disobedience, but it is biology, not defiance.The consequences are visible in the data. A Stanford Graduate School of Education study tracking daily attendance in California’s Central Valley found a 22 percent jump in student absences following immigration raids—even though no agents set foot in school buildings—suggesting that the anticipation or threat of enforcement alone can significantly disrupt education.
When immigration enforcement knocks, schools must be ready
The question is simple: What should a school do if immigration agents appear at its doorstep? The answer, however, demands discipline, clarity, and foresight.Establish protocols and train every staff memberEvery school should have a written plan in place for what to do if immigration agents arrive. These protocols must be clear, easy to follow, and shared with the entire staff. Training cannot be limited to principals or senior administrators. The receptionist who answers the door, the teacher who supervises a class, and the security guard at the gate all need to understand exactly what steps to take.Staff should know how to verify legal documents, how to politely but firmly refuse entry without a valid warrant, and whom to contact immediately if agents attempt to enter. District leaders and legal counsel must be notified without delay, and staff should also know which community partners—such as immigrant-rights groups or legal-aid organisations—can provide rapid support.Regular training sessions and refreshers are essential. Schools that have worked with immigration attorneys or advocacy organisations have found that staff confidence increases when they have practised scenarios in advance. The goal is simple: no one should be left guessing what to do in a high-pressure moment. Preparedness is not just a policy requirement; it is a safeguard for students and families.Anticipate the unthinkableSchools should keep more than one emergency contact for every student. Relying on a single parent or guardian is not enough. Each file must include extended family members, close friends, or neighbours who can pick up a child if needed.Families should also be encouraged to write down a preparedness plan. This plan should clearly state who will collect the child if a parent or guardian is suddenly unavailable. Schools can help parents formalise these documents and keep them on record.If none of the listed contacts can step in, schools need backup agreements with local social service agencies or community organisations that can provide temporary care.Legal advice must be lined up in advance. Identifying immigration attorneys or local legal-aid groups ensures schools are not left searching for help in an emergency.Finally, these plans should be reviewed and practised regularly. Just as schools conduct fire drills, they should normalise preparedness drills so that staff and students know what to do if an immigration crisis unfolds.Strengthen the culture of careSchools should communicate openly with immigrant families. Regular updates—in multiple languages—help reassure parents that schools remain safe places for their children.Teachers need training in trauma-informed practices. Fear and anxiety often appear as distraction or misbehaviour. Staff should be able to recognise these signs and respond with empathy instead of punishment.Visible signals of inclusion matter. Posters, welcome signs, and classroom activities that celebrate diversity remind families that they belong.Policies should be flexible during times of disruption. Attendance rules, deadlines, and disciplinary measures may need adjustment so that student welfare comes before paperwork.Finally, schools must build and maintain ties with community organisations, immigrant-rights groups, and mental health providers. These partnerships create a safety net for families and send a clear message: education is rooted in care, not fear.
