Associated Press
September 29, 2014
FRANKFORD,
Del. — American schools are scrambling to provide services to the large
number of children and teenagers who crossed the border alone in recent
months.
Unaccompanied
minors who made up the summer spike at the border have moved to
communities of all sizes, in nearly every state, Federal data indicates,
to live with a relative
and await immigration decisions. The Supreme Court has ruled that
schools have an obligation to educate all students regardless of their
immigration status, so schools have become a safe haven for many of the
tens of thousands of these young people mostly
from central America living in limbo.
Delaware’s
rural Sussex County has long attracted immigrants, partly because of
work in chicken factories, and soybean and corn fields. The district’s
population is more
than one-quarter Hispanic, and for years has offered an early learning
program for non-English speakers.
Still,
officials were caught off guard by about 70 new students mostly from
Guatemala — part of the wave crossing the border — enrolling last year,
mostly at Sussex Central
High School. The Indian River School District over the summer break
quickly put together special classes for those needing extra English
help.
On
a recent school day, a group of these mostly Spanish-speaking teenage
boys with styled spiky hair and high-top sneakers enthusiastically
pecked away on hand-held tablets
at the G.W. Carver Education Center, pausing to alert the teacher when
stumped.
“If
you don’t know what you’re supposed to write on the line, look at my
examples, OK?” Lori Ott, their English language teacher, told one.
The students are eager but face barriers. Some can barely read or write in their native language.
The
district’s goal is to get them assimilated — and eventually into a
regular high school. There, they can earn a diploma, even if that means
participating in adult education
programs and going to school until they are 21.
“They
just crave it, and they will come and ask questions,” Ott said. “How do
you say this? And, how do you say that? They just participate and you
can’t say enough about
them.”
Donald
Hattier, a school board member, said advance warning would have helped
with planning. The federal government, he said, “just dropped this on
us.” He wonders what’s
next.
“The kids are still coming across the border. This problem has not been solved,” Hattier said.
Educators
in Delaware and elsewhere say many of these students, who fled poverty
and violence, have years-long gaps in schooling. For teenagers, learning
in English can
prove more difficult than for younger students. They also may be living
with relatives or others they didn’t know, and the workings of an
American school can be confusing.
Others experienced trauma, either in their home country or while crossing the border, and may need mental health help.
“It’s
a new culture and they already feel that they are alone. ... Some of
them don’t have their parents here,” said English language instructor
Alina Miron at Broadmoor
High School in Baton Rouge, Louisiana. The school has about a dozen of
these students enrolled
In districts like hers, the influx means hiring new English language instructors.
Two
foundations donated money to the Oakland Unified School District in
California to help fund a person to connect about 150 unaccompanied
students with legal and social
services; many didn’t have legal representation at immigration
hearings.
“We
feel that we have moral obligation to serve these students as long as
they are in the United States,” said Troy Flint, a district spokesman.
“Until their fate is decided,
we’re responsible for ensuring they get an education and we embrace
that opportunity.”
In
Louisiana, the Broadmoor principal, Shalonda Simoneaux, said attending
high school and learning English is a motivating factor for teenagers
who want “want to blend
in.”
“Whatever
is being said, whatever is going on, they are really learning more from
listening from other teenagers, even more so than from the teachers
because it’s high
school,” Simoneaux said.
For
cash-strapped districts, providing for these students’ needs can be
arduous, particularly if they arrive after student headcounts are taken
to determine school funding.
In
Miami, the school board voted to seek federal help after 300
foreign-born students, many from Honduras and traveling alone, enrolled
toward the end of the last school
year.
Margie
McHugh, director of the nonprofit Migration Policy Institute’s National
Center on Immigrant Integration, says it’s critical that children
allowed to stay are integrated
into American life and educated.
Indian River School District officials say that’s their plan.
“We
do have a very open heart and an open mind and any student who comes in
our system, we’re going to give the most appropriate services that we
can,” said the Delaware
district’s superintendent, Susan Bunting.
For more information, go to: www.beverlyhillsimmigrationlaw.com