College rarely prepares teachers, administrators, and other school professionals to work with children and youth who have experienced trauma, particularly those living under the constant fear of family separation. Yet across the country, educators are increasingly being asked to navigate the very real effects of fear, instability, and uncertainty on children’s learning, experiences, and well-being.
What has emerged in response is not avoidance, but courage. Educators’ actions reflect a deep professional and ethical commitment to protecting children’s dignity, safety, and fundamental right to learn. A powerful example of this commitment is the complaint filed in federal district court on February 4, 2026, by several Minnesota school districts and the state’s largest teachers’ association. The filing represents a principled step, with educators and school systems asserting their responsibility to safeguard students when external forces threaten the conditions necessary for learning.
As reported by The 74, the federal civil lawsuit challenges immigration enforcement practices conducted on or near public school property. It alleges that recent agency actions have disrupted education and undermined student safety and stability. It also underscores what educators witness daily. When children experience fear, it gets in the way of learning and well-being.
At the heart of this moment is listening. It is critical that educators listen when children describe the trauma they carry. Listening is what has compelled many educators, including those in Minnesota, to call for stronger, more caring ways for schools, communities, and institutions to come together in support of our nation’s children and youth. In doing so, they model professional responsibility, collective care, and courage.
