Immigration policy presents new challenges for educators who serve undocumented students. This case study examined how 14 educators at an elementary school responded to immigration enforcement activity near school property. The key question this study asked is, do educators who experience Immigration and Customs Enforcement activity near school grounds perceive this activity as a legal or ethical dilemma? The conceptual framework integrated sensemaking theory with the “best interests of the student” model (Stefkovich, 2013) to reveal how educators make sense of their professional and personal responsibilities to make a decision in ethically complex circumstances.
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