The Twin Cities have experienced increased ICE activity in recent weeks, creating significant uncertainty within our school communities. The impact reaches far beyond individual households—affecting children, classrooms, and entire neighborhoods.
Many children and teens are coming to school worried about the safety of their families, friends, and neighbors, while also being bombarded by information and rumors on social media. At the same time, educators are expected to continue teaching while supporting students through elevated stress and fear.
So how can we settle our own nervous systems during times of uncertainty—so that we can help children and teens feel safe?
As this situation continues to evolve, much of it is outside our control. What is within our control is how we care for our own nervous systems and show up as calm, grounded adults for the young people in our care. Mind-body practices can help us regulate ourselves so we can access steadiness and offer reassurance during moments of fear.
Tell the truth
As much as we might wish children were unaware of what’s happening around them, they often know more than we realize. If a student or client brings up current events, respond honestly—without offering more information than they ask for. Trauma teaches people to be highly attuned to authenticity; for many, this sensitivity developed as a way to stay safe. When we pretend nothing is happening, it can unintentionally increase distress rather than reduce it.
While working in a mental health setting, a teen recently shared how worried he was that family members might be affected by ICE activity while he was in treatment. I acknowledged how scary it can feel to hear about ICE activity in the Twin Cities and shared that many community organizations are actively working to support immigrant families. I then suggested we try a few simple grounding practices to help our bodies remember, “In this moment, we are safe.”
Here are the practices we explored:
Neurovascular Holds
Gently placing hands on the top of the head, holding the front and back of the head, or resting the forehead in the palm can help slow breathing and bring circulation back to the brain when the nervous system moves into fight, flight, or freeze. Naming uncertainty and fear—while adding a simple, accessible regulating movement—can ease distress enough to help everyone pause and regroup.
Swaying or Rocking
We instinctively rock babies to help them soothe and regulate. Children, teens, and adults benefit from this gentle movement as well. Swaying or rocking can calm the nervous system and lower heart rate, reminding the body of safety in the present moment. Even without an explicit invitation, children and teens may naturally mirror the movement.
Stress-Management Psychoeducation
Older students and clients may have more language to describe what they are feeling, while younger children may express stress through changes in behavior. Building your own capacity to meet dysregulation with compassion is critical right now. During times of heightened stress, it is especially important to provide access to foundational supports including understanding the challenges students/families are facing, building in more time for rest, providing access to nourishing food when possible, and fostering healthy connections with trusted people. These basic needs are even more crucial during times of uncertainty.
None of these mind-body practices change the broader realities surrounding ICE activity; however, they do help us care for ourselves and one another in the moment. They allow us to respond with presence, connection, and steadiness—supporting our communities and ourselves through challenging and uncertain times.
Looking for more resources for supporting families during challenging times? Checkout this post from Spark and Stitch on how to help kid’s cope with tragedy by Dr. David Walsh and Erin Walsh.