Support for Students Facing Immigration Challenges at Valley View Elementary
Columbia Heights, Minnesota (AP) — A young girl approached Sage, a therapy dog stationed outside her school library, eagerly reaching for the soft, fluffy fur. Social worker Nicole Hergé was on hand to guide the interaction.
“What does it feel like to pet Sage?” Hergé asked.
“I like it,” replied the girl, reminiscing, “I had a dog in Ecuador.”
Just months before this interaction, the girl and many of her classmates at Valley View Elementary School had remained indoors to evade immigration agents who had flooded their suburban Minneapolis neighborhood. Attendance took a significant hit as families withdrew their children from school in response to intensified enforcement actions by the Trump administration.
Sage, a Goldendoodle, represents more than mere pet therapy; she is part of a comprehensive effort to help children cope with the emotional fallout from witnessing arrests, enduring the loss of family members due to deportation, or living in constant anxiety. Notably, at least four students from this school were detained and transferred to family detention centers located hundreds of miles away in Texas.
By the end of Operation Metro Surge in February, immigration agents had apprehended over 4,000 individuals, with several shootings reported, including two fatalities. Mental health experts assert that the impact of such trauma can linger in the minds of young children for years.
Columbia Heights Public Schools, like many districts across the country, had provided virtual instruction for students during the crackdown, but that initiative concluded after spring break. Now, staff members are concentrating on recovery efforts as students return to in-person classes.
“Trauma affects us physically; our bodies retain that fear,” Hergé noted.
Sharing Emotions and Coping Strategies
During the height of isolation, many students participated in virtual classrooms through Zoom from different corners of their homes. Some could be seen lounging on sofas or hidden behind makeshift barriers, while others were sprawled out with curtains drawn tight. The uncertainty often translated to fidgety behavior; one student even performed a cartwheel during a session.
The sense of fear lingered long after President Donald Trump dispatched numerous immigration agents to the Twin Cities. This tension was exacerbated by the detention of classmates, such as preschooler Liam Conejo Ramos, who was apprehended after coming home from school with a Spider-Man backpack and a colorful hat adorned with bunny ears.
Hergé quickly adapted her approach, teaching her kindergartners about emotions in their virtual classes. Students discussed what brought them happiness, sadness, calmness, and anger, articulating their longing to reconnect with classmates. “When I’m happy, I want to go to school and see my friends,” one girl shared.
Although many children had no personal affiliation with immigration issues, the surrounding atmosphere still took its toll. For instance, Sarah Anikpo, a U.S.-born citizen, refrained from discussing the topic with her son, Zeke, who began to experience profound anxiety after witnessing the turmoil unfold around him.
Zeke’s distress peaked after a tragic incident where an American citizen was fatally shot by ICE agents. The ensuing protests led to school closures, and amidst this chaos, Zeke began experiencing nightmares featuring a persistent “gray person.” This prompted a chain reaction of fear and unease that left his family grappling for solutions.
Understanding the Long-term Impact of Trauma
Research is increasingly uncovering how prolonged exposure to stress can reshape children’s mental health. Rebecca Parlakian, senior director of programs at the early childhood advocacy group Zero to Three, explains that losing a sense of safety amid trauma can lead to irreversible changes in brain development.
Symptoms of trauma vary widely and are influenced by age and exposure to distressing experiences. Robin Tabibi, a family physician in St. Paul, recounted her treatment of a 3-year-old who had lost family members to deportation and struggled to cope with a new, frightening living environment.
Even children from families insulated from immigration worries experienced anxiety. Zeke’s classmate’s emotional turmoil exemplified how these events impacted domestic lives. Amidst ongoing turmoil, he felt compelled to pray for friends who faced similar fears of separation from family.
The effects permeate through generations, with experts highlighting that 4.6 million American children live with a parent who is undocumented or possesses temporary legal status. Ongoing anxieties about detention or deportation can lead to chronic stress and academic disengagement, as noted in a report by the Brookings Institution.
School Support Initiatives Amidst Immigration Crackdown
Valley View staff have proactively identified students requiring additional support, including those who, like Liam, were held at the Dilley Detention Center in Texas. Reports indicate that these facilities often fall short in providing adequate food and medical care. Hergé has been conducting group therapy sessions for affected students, incorporating Sage the therapy dog into the healing process.
The return to in-person schooling has proven essential for many students. Hergé often witnesses joyful reunions among friends who haven’t seen each other for months, marking the importance of social connections in their recovery. During one such reunion, Hergé asked students what makes them feel loved, resulting in heartfelt responses that highlight the value of friendship and community.
At the heart of these recovery efforts are the dogs, whose role in easing trauma and fostering emotional well-being cannot be overstated. With continued support and understanding, these children may find their path to healing within the walls of their school.
Balingit reported from Washington. Associated Press education coverage is funded by private foundations; however, AP is solely responsible for all content.
