School social work with mixed-status families: navigating effective strategies to support student well-being

Children in mixed-status immigrant families, where members hold different immigration statuses and often include U.S. citizen children living with undocumented parents, face heightened educational and emotional risks due to intensified immigration enforcement in the US. This practice note draws on emerging research and field insights to illustrate how related stressors shape student well-being and school engagement. It highlights the cascading effects on classroom performance, school attendance, and institutional capacity. Evidence-informed strategies and practices are offered for school social workers, educators, and administrators to support student resilience and promote trauma-informed, equity-driven school environments. These recommendations are grounded in the realities of anti-immigrant policy climates and the urgent need for responsive, inclusive educational practice.