When children and families experience stress, uncertainty, or fear related to immigration policies, rhetoric, or enforcement actions, the effects can show up in many ways—including communication, behavior, relationships, and engagement in learning. For multilingual learners and children who are dually identified, educators may need additional ways to recognize and respond to these experiences while honoring children's cultural and linguistic identities.
In this session, participants will explore trauma-informed, culturally and linguistically responsive practices that create safety, belonging, predictability, and trust. Together, we will consider how classroom environments, relationships, communication, and family partnerships can support children's emotional well-being and participation in learning. Participants will leave with practical strategies and resources they can use to support multilingual children and families experiencing immigration-related stress.
Gateways Topics: Cultural and Individual Diversity, Trauma-Informed Care
Gateways Content Areas: (E) Interactions, Relationships and Environments
Gateways CDA Content Areas: (3) Social/Emotional