Safe & Supportive Schools

Creating Safe & Supportive Schools for Immigrant & English Learner (EL) Students

A toolkit for upholding the human and educational rights of Minnesota students

Every student deserves the opportunity to learn, dream, and succeed in schools where their rights are protected, their dignity is upheld, and their humanity is honored.

Yet today, many immigrant and English Learner (EL) students across Minnesota face fear, harm, and threats of deportation or family separation.

This is a violation of their human and educational rights—rights that educators are empowered to uphold.

This toolkit is here to support you—Minnesota educators, administrators, and school leaders—in your critical role of protecting the human rights, dignity, and well-being of immigrant and EL students.

Grounded in federal and state laws, professional standards, and proven equity-centered practices, this toolkit supports the creation of safe, inclusive, and equitable learning environments where every student can thrive.

In this Toolkit

Key Focus Areas

From addressing urgent challenges—such as ICE enforcement, systemic barriers, and threats to student safety—to fostering equity and belonging for the long term, this resource is designed to empower you to defend student rights, promote their success, and ensure your schools remain sanctuaries for learning, growth, and opportunity for each and every student in Minnesota.

  1. Understanding Legal and Ethical Responsibilities
    Educators and school leaders are empowered to uphold federal and state laws, along with professional standards, to advocate for and protect the rights, dignity, and safety of all students.
  2. Protecting Student Rights and Safety
    Schools serve as safe havens where student privacy is protected, classrooms remain free from fear and disruption, and school grounds are upheld as protected zones from ICE enforcement.
  3. Ensuring Equitable Access to Education
    Educators are instrumental in removing systemic barriers and ensuring immigrant and EL students have the resources, opportunities, and support they need to thrive both academically and socially.
  4. Fostering Inclusive and Culturally Validating Environments
    Schools have a responsibility to create learning spaces that honor and affirm students’ humanity, dignity, and cultural and linguistic identities, while addressing bullying, harmful rhetoric, and bias with urgency and care.
  5. Celebrating Cultural and Linguistic Strengths
    Educators and school leaders can amplify the rich cultural and linguistic contributions of immigrant and EL students, recognizing their unique strengths as assets that enrich classrooms and communities.
  6. Providing Comprehensive Student and Family Support
    Schools can proactively develop clear protocols to support students impacted by family separations, deportations, or disruptions—ensuring access to vital resources, emotional well-being, and uninterrupted academic learning.

Understanding Your Legal and Ethical Responsibilities: Leading Safe, Supportive Schools

Your Role in Creating Safe & Inclusive Learning Environments

Every licensed educator, administrator, and superintendent in Minnesota has a legal and ethical responsibility to protect the human rights, dignity, and safety of all students—especially immigrant and English Learner (EL) students, who may face heightened risks due to shifting federal policies, immigration enforcement concerns, and ongoing systemic inequities.

Educators are empowered by federal and state laws and the Minnesota Professional Educator Licensing Standards Board (PELSB) Code of Ethics to act as leaders, advocates, and defenders of students’ rights. These frameworks provide the authority and tools you need to:

  • Guarantee education as a fundamental right (Minnesota Constitution, Plyler v. Doe).
  • Maintain schools as sensitive locations under ICE policy, free from federal enforcement without judicial warrants.
  • Uphold ethical duties to remove barriers, maintain confidentiality, and foster safe, equitable, inclusive learning environments.

Current Legal Frameworks & PELSB Ethical Standards

As a licensed educator and administrator, these legal  protections and professional standards reinforce and support your authority to act as a leader and advocate for all students.

Explore the current legal frameworks, legal protections & PELSB ethical standards, and what this means for Minnesota educators and administrators below.
Plyler v. Doe (1982)

Guarantees all children—regardless of immigration status—access to free public K-12 education under the Equal Protection Clause.

You are legally obligated to enroll and serve all students without barriers, ensuring every child has equitable access to a free education—recognized as playing a  “fundamental role in maintaining the fabric of our society.”

PELSB Standard: “A teacher shall not discriminate against any student on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, disability, sexual orientation, or age.”  (Rule 8710.2100, Subp. 2(E))

Minnesota Administrative Rules
Minnesota Constitution, Article XIII, Section 1

Establishes education as a fundamental right and requires the state to provide a “general and uniform” system of public schools.

You have the constitutional authority and obligation to ensure equitable access to education for all students and to advocate for them when their rights are threatened.

PELSB Standard: “A teacher shall not discriminate against any student on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, disability, sexual orientation, or age.” (Rule 8710.2100, Subp. 2(E))

Minnesota Administrative Rules
Minnesota Enrollment Policy: Prohibition of Immigration Status Inquiry

Minnesota schools cannot inquire about a student’s or their family’s immigration status during enrollment. Schools cannot require birth certificates or similar documents as a condition of enrollment.

You are legally and ethically obligated to enroll all students without barriers, ensuring that immigration status is never a condition for accessing a free and equitable education.

PELSB Standard: “A teacher shall not discriminate against any student on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, disability, sexual orientation, or age.” (Rule 8710.2100, Subp. 2(E))

Minnesota Administrative Rules
Current ICE “Sensitive Locations” Policy

Prohibits ICE enforcement at schools, bus stops, and events without a judicial warrant.

You have the legal authority to refuse ICE entry without a valid warrant, ensuring your school remains a safe and supportive space for each and every student.

PELSB Standard: “A teacher shall make reasonable effort to protect the student from conditions harmful to health and safety.” (Rule 8710.2100, Subp. 2(B))

Minnesota Administrative Rules
Minnesota Safe and Supportive Schools Act (2014)

Requires schools to implement anti-bullying policies to protect students from harassment based on race or national origin.

You have the legal power and ethical responsibility to protect students from harm and foster a safe, supportive, inclusive school climate where every student is honored, respected, and empowered to thrive.

PELSB Standard: “A teacher shall make reasonable effort to protect the student from conditions harmful to health and safety.” (Rule 8710.2100, Subp. 2(B)) Proactive Interventions: Aligning with Rule 8710.2100, Subp. 2(B) and Rule 8710.2100, Subp. 2(E), teachers must address bullying or harassment based on race, ethnicity, national origin, language, sexual orientation, or other identities.

Minnesota Administrative Rules
Minnesota Human Rights Act

Prohibits discrimination in education based on race, national origin, or other protected characteristics.

You are empowered to uphold non-discriminatory practices, advocate for equitable treatment, and create inclusive, safe learning environments for all students.

PELSB Standards:  “A teacher shall not discriminate against any student on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, disability, sexual orientation, or age.” (Rule 8710.2100, Subp. 2(E)) “A teacher shall make reasonable effort to assure that the rights of students are protected.” (Rule 8710.2100, Subp. 2(H))

Minnesota Administrative Rules

Protecting Your Students’ Human & Educational Rights

Action Checklists for Educators & Administrators

This section provides clear, actionable steps to respond to critical scenarios that impact the rights, dignity, and well-being of immigrant and EL students.

A. What To Do if ICE Shows Up at Your School

1. Verify Legal Authority

Request a Judicial Warrant

  • Confirm validity
    • Ensure it is a judicial warrant signed by a judge (not an administrative warrant or ICE form).
    • Look for clear indicators:
      • Judge’s signature
      • Date
      • Specific authorization
  • Verify specific details
    • Confirm the following:
      • The full name of the student or person in question.
      • The exact location outlined in the warrant.
        • Ensure the warrant applies specifically to your school grounds or the student named.
  • Document and clarify
    • If ICE agents cannot provide a valid judicial warrant, calmly explain:

      “This is a sensitive location under ICE policy. Without a valid judicial warrant, I cannot grant you access to school grounds.”
  • Record Details
    • Write down the following for reporting purposes:
      • Agents’ names
      • Badge numbers
      • Agency affiliation
      • Time, date, and details of the request
  • Decline Administrative Warrants
    • If presented with an administrative warrant or ICE form (e.g., I-200 or I-205), clarify:“This is not a judicial warrant and does not provide legal authority to access school grounds.”

2. Protect Student Safety and Privacy

Keep students safe

  • Maintain a calm and reassuring presence to avoid panic.
  • Assign staff to escort students to a safe space if necessary.
  • Do not allow ICE agents to approach or remove students.

Safeguard student information

  • Under FERPA, do not share immigration status, student records, or personal information.
  • If ICE requests information, refer them to the district’s legal counsel.

3. Notify and Activate Crisis Response Protocols

Inform school leadership

  • Immediately notify the principal or designated school leader.

Follow your school’s Crisis Response Plan

  • Activate the school’s official protocol.
  • Ensure communication with families is accurate, legally sound, and reassuring.
  • Use multilingual communication channels to ensure families are informed and supported.

Emphasize the school’s commitment to:

  • Protecting student rights
  • Maintaining a safe and inclusive environment

4. Document the Incident

Record and write down all of the details including:

  • Names, badge numbers, and agency of ICE agents.
  • Time, date, and location of the incident.
  • Requests made and documentation presented.

Share this information with school leadership and the district’s legal team.

B. How to Address Harmful Rhetoric, Bullying, and Threats to Students

1. Intervene immediately

Calmly stop the behavior or language and explain that it violates school policies.

  • Example: “That language is not acceptable here. We respect every student in this space.”

2. Report the incident

  • Notify school leadership or HR, and file an official incident report if necessary.
  • Ensure the report reflects how this incident impacts student safety, dignity, and learning.

3. Notify and Activate Crisis Response Protocols

  • Check in with the student privately and provide reassurance.
  • Offer access to counseling, cultural liaison support, or trauma-informed resources.

4. Educate the Community

  • Use this as a teachable moment to reinforce inclusive policies, school values, and anti-bullying laws (e.g., Minnesota Safe and Supportive Schools Act).
  • Share resources with staff for addressing bias and harmful rhetoric effectively.

C. Critical Tools for Upholding Student Privacy Rights

1. Review FERPA Requirements with Staff

Emphasize that student records, including immigration status, are confidential and cannot be shared without consent or a judicial subpoena.

2. Train Staff to Respond to Inquiries

Develop scripts to ensure staff know how to decline requests appropriately:

“I’m sorry, but we cannot share that information. You can contact our district’s legal counsel.”

3. Audit School Records

Ensure student records do not unnecessarily include sensitive immigration information.

4. Notify Families of Privacy Protections

Send home a letter explaining their rights under FERPA and what steps the school takes to protect their children’s information.

5. Continuously Ensure Protocols and Plans

Collaborate with school leadership to review and ensure clear protocols for handling requests for student information.

D. How To Respond to Threats of Deportation or Deporations of Families & Community Members

1. Create School Protocols

  • Designate a team or coordinator to oversee family support planning.
  • Partner with legal and community organizations to provide accurate resources.

2. Train Staff

  • Train all school staff on privacy protections under FERPA and how to respond to ICE inquiries.
  • Provide guidance on recognizing and supporting students experiencing trauma or anxiety.

3. Support Families

  • Host multilingual “Know Your Rights” sessions for families to understand their legal options and protections.
  • Share family planning tools, such as guardianship and emergency contact forms.

4. Ensure Student Support

  • Connect students with counselors, mental health services, or cultural liaisons as needed.
  • Offer academic flexibility or additional support for students impacted by deportation-related disruptions.

5. Maintain Confidentiality

  • Audit school records to ensure sensitive information is protected.
  • Establish clear procedures for handling any inquiries related to immigration status.

6. Communication Tools for Families

Family Planning Handout:

  • What It Covers: Steps for creating guardianship plans and notarizing documents in case of deportation.
  • Why It’s Useful: Gives families actionable tools to prepare proactively.

Multilingual Parent Letters:

  • Sample templates explaining students’ rights, school privacy policies, and available resources in multiple languages.

Core Strategies for Building Safe, Supportive, and Inclusive School Climates

Purpose: Provide tools to proactively foster an environment where immigrant and EL students feel safe, valued, and supported.

Establishing Schoolwide Policies

Review and communicate anti-discrimination, anti-bullying, and privacy protections.

Tools: Sample school policies and letters to families.

Creating Trauma-Informed Supports

Training staff to recognize and respond to trauma experienced by immigrant and EL students.

Resources: Trauma-informed classroom strategies, mental health referrals.

Creating Safe, Supportive, & Culturally Validating Education Spaces

Facilitate staff and student training on CVP/L and student belonging

Tools: Professional development opportunities at RETC

Strengthening Relationships with Families

Host “Know Your Rights” workshops and provide multilingual resources to families.

Tools: Community partner list, parent handouts, and planning templates.

Supporting Students’ Emotional & Mental Health

Purpose: Highlight the emotional toll immigration issues can have on students and provide tools for trauma-informed care.

Key Tools for Educators

Mental Health Supports for Students

Connect students with counselors, psychologists, and culturally affirming services.

Classroom Strategies for Trauma-Informed Teaching

Build safety, trust, and routines that help students process emotions and focus on learning.

Culturally Validating Classrooms Supports

Incorporate culturally affirming practices to validate students’ experiences cultural  and linguistic identities 

Partnerships & Community Resources/Directory

Working Together to Transform Systems

Purpose: Provide a directory of trusted local, regional, and state-level partners to ensure families receive support beyond the school environment.

Immigration Legal Assistance

Mental Health Providers

"Know Your Rights" Workshop Partners

Community centers, faith-based organizations, and advocacy groups willing to host events.

State and National Policy Updates

Back To Top