Community Voice: How Can Local Schools Better Serve Migrant Students
Illustration by Paintbristle
By Adrian Castrejon
Many migrant families who have recently arrived in the Chicago area face uncertainty about their situation and future in the city. Those uncertainties include housing, asylum cases, experiencing freezing temperatures for the first time and xenophobia.
For children, starting school in a new country may bring unforeseen challenges. They enter an educational system that may not be able to serve and support them in the nuanced ways migrant students require.
Chicago Public Schools and other districts in the area have seen a significant increase in English learners since last school year. CPS reported an influx of approximately 5,000 more English learners. The majority of these students are exclusively Spanish speakers.
Cicero School District 99 also reported a student enrollment increase, with 229 new students this school year compared to 156 in the previous year. According to Aldo Calderin, District 99 superintendent, the majority of these students are only Spanish speakers.
An after-school program coordinator at Morton East High School in Cicero, IL, who chose to stay anonymous, has witnessed a similar increase of monolingual Spanish-speaking students at Morton.
The coordinator said they have less time to work directly and individually with students which can affect their learning outcomes.
They are aware of the ways children from displaced migrant families are affected by this situation. The hardships endured by these families, especially children, leads to emotional trauma for many students in these schools.
Oftentimes, educators are not equipped to help students address the trauma they carry. Kidnappings, death threats, losing parents, walking long distances and malnourishment are some of the more experiences that migrant children have to endure.
Students from displaced migrant families are understandably behind academically. According to the Urban Institute, migrant students have to navigate an unfamiliar educational system without the cultural knowledge and language to achieve positive learning outcomes, especially the proper resources and support.
We must prioritize discussions about how to address the needs and well-being of students from displaced migrant families.
Even with the challenges of serving a growing student population, educators are dedicated to the well-being and educational growth of all students.
After-school programs that focus on cultural preservation, arts and exposure to the local Cicero and Chicago area have been successful in serving these students. Programming that helps students acclimate to the school system includes danza azteca, traditional music, heritage activities in Spanish and other culturally relevant curriculum.
Advocacy dedicated to the well-being and educational growth of migrant students that focuses on artistic expression, culture and traditional practices can be helpful and well-received by the students and can also be sustainable for the educators that are committed to these students. This approach may serve as a model for other schools that have also been impacted by the current migrant situation in the Chicago area.
Due to the increase in asylum-seeking migrants arriving in Chicago area communities, Morton East High School has developed a support system that offers after-school programs that emphasize bilingualism through art and culture, bilingual counseling and social work programs. Morton West High School has support groups for students and ESL classes for parents and families.
For those seeking assistance, several community organizations offer support for migrant families who recently arrived in the Chicago area.
New Life Center started its New Vecinos program in collaboration with other non-profit organizations, the city and the state to address some of the hardships of the families bussed into Chicago. Their main objective is to help arriving migrant families into furnished apartments. They also deliver hot meals daily to displaced families who are temporarily housed at police stations and offer the opportunity to shower twice a week.
All of the children and families who are arriving are now part of our community. Working toward inclusion and a positive educational experience of migrant students is a way to support new families in the community.
Adrian Castrejón is an assistant professor of Justice Studies and Latinx & Latin American Studies at Northeastern Illinois University. His scholarly work focuses on race, labor and migration, student activism and the Chicanx experience.
Our “Community Voice” section gives Cicero and Berwyn residents an opportunity to share their thoughts, experiences, and opinions. Information is fact-checked for accuracy. To contribute a “Community Voice” article email info@ciceroindependiente.com.
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