(CALIFORNIA) Immigration enforcement raids by U.S. Immigration and Customs Enforcement in early 2025 have led to an estimated 81,000 lost school days for students across multiple California districts, according to new research that links stepped-up operations to sharp drops in classroom attendance.
The study, highlighted by senior education reporter Jo Napolitano in The 74 on November 20, 2025, draws on attendance data from districts that experienced immigration raids this year. Researchers found that in the days immediately after the largest enforcement actions, some schools saw attendance fall by up to 25%, with the steepest declines among younger children in preschool and elementary grades.
Key findings and statistics
- Estimated total lost instruction days: 81,000
- Reported increase in daily student absences after operations: 22%
- Maximum short-term attendance drop in some schools: up to 25%
- Most affected groups: PreK and early elementary students and younger siblings who stay home for childcare
| Metric | Value |
|---|---|
| Total lost school days (estimated) | 81,000 |
| Average surge in daily absences after raids | 22% |
| Peak attendance drop at some schools | 25% |
| Most impacted age groups | Preschool and early elementary |
The researchers emphasize that while the 81,000 figure is spread across thousands of students, each lost day represents a child staying home because of fear that a parent, relative, or neighbor could be arrested or deported.
81,000 lost days signal a systemic issue. Prioritize funding for counseling and academic recovery programs to help students regain momentum after enforcement events.
Academic and emotional impacts
Previous research has shown similar patterns in other states, but the 2025 California findings are notable for both scale and timing. They come as districts are already grappling with pandemic-related learning loss and increased mental health needs.
When attendance drops suddenly:
– Schools must quickly track and explain absences.
– Staff reach out to families under stress.
– Students who do attend may arrive shaken, distracted, or unable to concentrate.
The report documents non-academic harms as well. Students who continue attending after raids often show:
– Signs of anxiety, trouble sleeping, and emotional withdrawal
– Sudden silence in class or reluctance to participate
– Constant monitoring of phones for family messages
– Emotional breakdowns triggered by mentions of immigration
School counselors and social workers report higher demand for mental health support after enforcement events, even among students whose families have had no direct contact with immigration officers.
Uneven effects within households and communities
The surge in absences is not evenly distributed:
– Younger children (PreK and early elementary) show the largest spikes in missed classes, suggesting parental caution about sending very young students to school during enforcement activity.
– Older siblings are often kept home to provide childcare or to avoid travel risks.
– In mixed-status households, citizen children legally have the right to attend school but still absorb the anxiety of undocumented family members.
Rumors and past experiences compound the impact. Children with prior exposure to raids or relatives in detention can have old wounds reopened by new operations.
Financial and operational consequences for schools
California’s public school funding is closely tied to average daily attendance. When thousands of students miss class:
– Districts risk losing state funding used for teachers, counselors, and support staff.
– Administrators with tight budgets may face difficult choices: cut programs, delay hiring, or draw on reserves.
District responses include updating emergency plans and coordinating with community groups, but school leaders say there are limits to what they can do during sudden enforcement surges.
Responses by districts and advocates
Some actions districts have taken:
– Updating emergency plans to address nearby immigration actions
– Reminding staff of students’ rights to attend public school under Supreme Court precedent
– Partnering with legal aid and community organizations to share information about parents’ rights and reassure families
Limitations and concerns:
– Attendance teams sometimes hesitate to perform home visits during intense enforcement weeks for fear of increasing family stress.
– School staff worry about being mistaken for government officials.
Policy implications and recommendations
Researchers and advocates call for:
1. Better coordination between federal agencies and local education systems to provide advance warning of large operations.
2. State and district investments in counseling and academic support for students who lose instruction time during enforcement surges.
3. Consideration of the educational cost of enforcement actions—advocates stress that the 81,000 lost school days are borne by states and districts, not federal agencies.
Remind families of students’ right to attend public school and provide multilingual guidance on rights, resources, and available legal aid partnerships during and after raids.
“Immigration enforcement does not stop at the doors of homes or workplaces. It reaches into classrooms, cafeterias, and playgrounds,” the study’s authors say, underscoring how enforcement patterns shape how safe children feel at school.
Federal position and community reaction
On its official website, U.S. Immigration and Customs Enforcement states the agency focuses on what it calls threats to public safety and national security. Community groups in California counter that large, visible raids send a broader message that unsettles entire neighborhoods—regardless of who is ultimately arrested.
According to analysis by VisaVerge.com, the attendance data adds to evidence that immigration policy choices have far-reaching effects on schools and local governments, not just on individuals targeted by raids. Advocates argue that the 81,000 missed days should factor into debates over how and where federal authorities conduct operations.
Closing observations
Parents and educators responding to the findings hope lawmakers treat the attendance losses as a warning sign—evidence that enforcement choices made far from campus can reshape daily life for children.
The study’s authors urge:
– Advance coordination with schools when large operations are planned
– Investment in counseling and academic recovery services
– Recognition by policymakers that 81,000 lost school days in a single year is not a number classrooms can quietly absorb
These steps, they argue, are necessary to protect students’ learning and wellbeing when enforcement activity disrupts communities.
Research finds ICE enforcement raids in early 2025 prompted about 81,000 lost school days across California, with average daily absences rising 22% and some schools seeing up to 25% short-term drops. Preschool and early elementary students were most affected, as families kept young children home or older siblings stayed for childcare. Districts face funding losses and increased demand for mental health support. Authors urge advance coordination, investments in counseling and academic recovery, and policy attention to enforcement’s educational costs.
