On a recent day at a Spanish immersion elementary school in St. Paul, Minnesota, fifth graders dove into the world of Don Quixote. Their teacher, Ms. A, led a conversation about “enchantment.” One student described it as “magic” or a “spell.” Ms. A emphasized that while the knight in the story might seem delusional, his intentions were noble—he wanted to make the world better. She hopes her students see that the real quest for goodness exists in their lives as well.
Recently, this class has faced real challenges. This winter, federal immigration officers overwhelmed Minnesota, causing fear in many families. Children hid at home, and some even stopped attending school. The pressure led to students choosing virtual learning; over a third opted out of in-person classes during the height of these operations.
“I saw a big change,” Ms. A reflected. “Students online were quiet and disengaged.” Hopewell Hodges, a developmental resilience researcher at the University of Minnesota, explains that children thrive in stable environments. When these are disrupted, the impact is significant. “Children are at the center, and they are affected by adult stress,” Hodges said.
When in-person classes resumed, many students returned, but not all. Some families moved away, feeling unsafe. Despite the challenges, the school community has banded together. They provide support through a pantry offering essentials like food and school supplies. One parent volunteer, Katherine, shared that this effort “is about helping neighbors in need.”
Principal Amanda noted that students are returning with heightened anxiety. Some fear that their parents may be taken while they are at school. She described the atmosphere as similar to starting over, with many students hesitant to return.
Amid these struggles, the school has added protective measures. Signs now remind federal agents that they cannot enter without a warrant.
As students re-engage, they are finding comfort in their friendships. “Seeing my friends again makes me feel safer,” said Camila, an 11-year-old student. Ms. A continues to create a nurturing classroom environment, reassuring her students with messages of love and support.
The ripple effects of outside pressures are undeniable. Community support is crucial, as research suggests it can help children cope. “If our community is alright, kids will be alright,” Hodges concluded.
In a challenging world, these students are learning that while they may not control everything around them, they can connect with each other and build a hopeful future.
