A Critical Examination of Policies and Practices Impacting the Education of Unaccompanied Immigrant Children in the United States - read online free

Oct 15, 2026

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Beginning in 2014, increasing numbers of unaccompanied immigrant children (UIC) arrived and were apprehended at the United States-Mexico border, driven by violence, poverty, environmental disasters, and state-sanctioned violence alongside political instability shaped by multi-decade U.S. interventions. This article analyzes factors shaping UIC educational experiences during and after detention. Using a literature review from 2000 to 2022, it evaluates policy and practice impacts and identifies conditions formerly apprehended UIC encounter in schools, emphasizing concerns about academic resource quality, effectiveness, and availability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

Research Questions and Scope

Literature Review (2000–2022)

Findings on Policies, Practices, and School Conditions

Recommendations and Implications

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 31 Number 31 March 28, 2023 ISSN 1068-2341 | | A Critical Examination of Policies and Practices Impacting the Education of Unaccompanied Immigrant Children in the United States Ruth M. López University of Houston United States & Natalia Giraldo-Santiago Massachusetts General Hospital & Harvard Medical School United States Citation: López, R. M., & Giraldo-Santiago, N. (2023). A critical examination of policies and practices impacting the education of unaccompanied immigrant children in the United States. Education Policy Analysis Archives, 31(31). [https://doi.org/10.14507/epaa.31.7386](https://doi.org/10.14507/epaa.31.7386 This)[ This](https://doi.org/10.14507/epaa.31.7386 This) article is the result of an ongoing collaboration between the National Education Policy Center and EPAA/AAPE. Abstract: Beginning in 2014, increasing numbers of unaccompanied immigrant children (UIC) arrived and were apprehended at the United States-Mexico border. These children were fleeing violence, poverty, environmental disasters, as well as state-sanctioned violence and political instability influenced by interventions and support from the U.S. government spanning several decades. The purpose of this article was to examine the factors that shape the educational experiences of UIC in the United States during and after detention. The following questions guided this analysis: (1) What policies and practices impact the education of apprehended UIC in the United States? (2) What are the conditions formerly apprehended UIC encounter in schools? A review of the literature between 2000 and 2022 was conducted, including peer-reviewed articles, commentaries, legal documents, and news articles. The literature raises concerns about the quality, effectiveness, and availability of academic resources for these children. This review demonstrates the need for additional research and policy changes aimed at improving the educational conditions of UIC in shelters and communities after reunification, and it offers recommendations to school districts, policymakers, and researchers on how to best address the academic and non-academic needs of formerly apprehended UIC in the United States. Keywords: education policy; critical race theory; immigration policy; unaccompanied immigrant children (UIC) Una mirada crítica de las políticas y prácticas impactando la educación de menores extranjeros no acompañados en los Estados Unidos Resumen: A principios del 2014, el número de menores extranjeros no acompañados (MENA) que fueron detenidos en la frontera de los Estados Unidos y México aumentó considerablemente. Estos menores migran a causa de la violencia, pobreza, desastres ambientales, así como de la violencia sancionada por el Estado y la inestabilidad políticainfluenciada por intervenciones norte-americanas que han transcurrido a lo largo de variasdécadas. El objetivo de este artículo fue examinar los factores impactando las experienciaseducativas de los MENA en Estados Unidos durante y después de la detención. Lassiguientes preguntas guiaron este análisis: (1) ¿Cuáles son las políticas y prácticas impactando la educación de los MENA detenidos en Estados Unidos? (2) ¿Cuáles son las condiciones educativas que enfrentan los MENA detenidos? Se realizó una revisión de la literatura entre 2000 y 2022, incluyendo artículos revisados por pares, comentarios, documentos legales y artículos de noticias. La literatura levanta preocupaciones sobre la calidad, la eficacia y la disponibilidad de recursos educativos para los MENA detenidos. Larevisión de literatura sugiere la necesidad de más estudios de investigación y desarrollo de políticas sociales destinadas a mejorar las condiciones educativas de los MENA enalbergues y comunidades luego de ser reunificados. Se ofrecen recomendaciones a dist

FAQs

What time period does the article review to assess education impacts for UIC?

The article conducts a review of the literature between 2000 and 2022, including peer-reviewed articles, commentaries, legal documents, and news articles.

Which aspects of educational experiences does the article focus on?

It examines factors shaping UIC educational experiences during and after detention and the conditions formerly apprehended UIC encounter in schools.

What concerns does the literature raise about educational resources for UIC?

The literature raises concerns about the quality, effectiveness, and availability of academic resources for these children.

Oct 15, 2026

Uploaded by acoobca