Immigration Enforcement: Trauma at an Early Age

The Trauma

Children as young as three[1] are aware of anti-immigrant sentiment and fear losing one or both parents, even if one or both parents are US citizens. This uncertainty can lead children to worry about their parents’ and their own safety. They may exhibit signs of stress and maladaptive behaviors, such as increased aggression and withdrawal from their environments. These stressors and experiences can compound to affect brain development, self-regulation, and school readiness.

Another significant impact of immigration enforcement is the separation of young children from their parents or caregivers. Children separated from their primary caregiver are more likely to experience eating and sleeping difficulties and irritability, as well as withdrawn behavior[2]. Further, they experience traumatic stress, which can lead to long-term effects including, but not limited to, depression, chronic health problems, and insecure attachment. Dr. Demi Siskind, a researcher and colleague at Start Early, shared a personal account of the effects of family separation in a recent piece published by Start Early.

Researchers have begun to identify migrant-specific adverse childhood experiences (ACEs) related to the immigration system, which can include reduced family income, unstable child care arrangements, and traumatic separation.[3] The negative effects of harsh immigration policies result in a “wear and tear” effect on the body that can have both physical and mental health effects.

Mitigating Measures

While immigration enforcement can cause serious harm to young children, there are concrete steps that providers can take to buffer their effect. Early childhood programs can adopt trauma-informed practices, such as creating predictable routines, ensuring warm and responsive relationships, and providing classroom environments where children feel safe. Staff may also need additional training and ongoing support[4] to recognize signs of trauma in young children and care for their own wellbeing in the process.

Beyond the classroom, the broader community can play a powerful protective role. When families work together and participate in networks of neighbors, mutual aid organizations, children benefit from a large web of trusted adults who can help buffer instability and uncertainty. When ICE apprehended Ms. Diana, the families at Rayito came together within hours to act and support the teachers and children at the program. Families set up a fundraiser, spoke to the media, created a safety perimeter at the program to warn others of ICE presence, and advocated for increased supports for the teachers. Six months later, the community of families at Rayito remains strong, children in the program are thriving, and teachers feel supported.

Finally, supporting the mental health of caregivers is one of the most impactful [MG1] investments we can make on behalf of young children. Research shows that a calm, available, and emotionally regulated caregiver is one of the strongest protective factors in a child’s life.[5] This means that services that support immigrant parents’ mental health, legal stability, and basic needs are also early childhood interventions. Protecting and supporting the staff at Rayito means protecting the children and families who depend on them.

Showing Up for Each Other

Though actions by ICE agents have decreased over the last few months, it is evident that anti-immigrant policies will continue. It is crucial that advocates, families, and providers continue to advocate for humane policies and family and provider wellbeing. As an immigrant woman with two young children, I feel strongly that we need to come together to support each other. There are many ways to take action, including supporting organizations that advocate for and assist immigrant families, like Start Early; joining national organizations like MomsRising; and donating to your local food bank. When we show up for each other, we don’t just protect our young children – we build the communities they deserve to grow up in.

Sources:

[1] Cervantes, W., Matthews, H., & Ullrich, R. (2018, March). Our children’s fear immigration policy’s effects on young children. Clasp. https://www.clasp.org/sites/default/files/publications/2018/03/2018_ourchildrensfears.pdf

[2] Ramos-Olazagasti, M. A., &  Child Trends. (2018, November). Applying child development research to immigration policy. Hispanic research center. https://www.hispanicresearchcenter.org/research-resources/applying-child-development-research-to-immigration-policy/

[3] Barajas-Gonzales, R. G., Ayon, C., Brabeck, K., Rojas-Flores, L., & Valdez, C. R. (2021, June). An ecological expansion of the adverse childhood experiences (ACES) framework to include threat and deprivation associated with U.S. Immigration Policies and enforcement practices: An examination of the Latinx immigrant experience. Science direct. https://www.sciencedirect.com/science/article/pii/S0277953621004585

[4] Sun, Y., Blewitt, C., Minson, V., Bajayo, R., Cameron, L., & Skouteris, H. (2024, January). Trauma-informed interventions in early childhood education and care settings: A scoping review. National institutes of health. https://pmc.ncbi.nlm.nih.gov/articles/PMC10666515/

[5] Weir, K. (2017, September). Maximizing children’s resilience. Monitor on psychology. https://www.apa.org/monitor/2017/09/cover-resilience