Safety First: The Foundation for Learning in Uncertain Times

By Sarah B. Ottow

As educators, we know that students can’t learn if they don’t feel safe. This truth has long guided schools committed to ensuring that every child—including multilingual learners and immigrant students—feels a sense of belonging in school. But today, that commitment is being tested in new ways.

In my daily work supporting instructional leaders and teachers, I am seeing a direct impact of recent political decision on the level of anxiety and uncertainty in schools. A recent article from The 74 (Teachers Vow to Keep Immigrant Kids Learning Despite Anxiety Around Deportation) highlights the fear many students experience due to immigration policies that threaten family stability. When children worry about whether their loved ones will still be there when they get home from school, their ability to focus and learn is severely compromised. Educators across the country are working to counter this anxiety by making their classrooms spaces of trust, safety, and unwavering support.

Now, those efforts are facing even greater challenges. According to Larry Ferlazzo’s Edublog (U.S. Dept. of Ed Launches Snitch Form for People to Report Schools, Teachers Resisting Trump’s Attacks on Anti-Racism), the U.S. Department of Education has introduced a reporting system that allows individuals to file complaints against schools and teachers engaging in diversity, equity, and inclusion (DEI) initiatives. This move could have a chilling effect on educators striving to create inclusive spaces for all students, particularly those from historically marginalized communities. Additionally, the news of a new Executive Order on English as an Official Language is also on the horizon which is further raising concerns about the marginalization of multilingual learners and the erosion of linguistic diversity in schools. Such policies risk reinforcing exclusionary practices rather than recognizing the assets that students bring through their home languages and cultures.

At Confianza, we believe in fostering confianza—a deep trust that every student, regardless of language background, immigration status or identity, is valued and respected. This means resisting narratives that seek to divide rather than uplift. In my writing, I’ve outlined practical steps for leaders navigating change (Embracing Change: Three Moves for Leaders) and for educators working to interrupt harmful rhetoric in schools (Interrupting Anti-Immigrant and Racist Rhetoric at School). Now more than ever, these actions matter.

Ensuring students feel safe is not political—it’s foundational to learning. As educators, we must continue to hold the line, creating environments where all students feel they belong. How are you fostering safety and belonging in your school?