Abstract

This article examines the circumstances of immigrant children in school settings and provides a succinct guide and recommendations for bilingual educators and public school administrators who serve as advocates for these children in academic settings in the United States. The political implications of Deferred Action for Childhood Arrivals (DACA) coupled with the complicated immigration policies provide unclear courses of action to document the presence of immigrant children in schools and detention centers. This research article offers practical information for teachers, administrators, parents/guardians, and community advocates that they can use to safeguard children’s legal and human rights while they are present and enrolled in public schools in the United States.