Teachers' Constrained Care in Classrooms

With about one in four children in the U.S. now living in immigrant families, Harvard Associate Professor Gabrielle Oliveira argues that supporting their wellbeing should be a national priority – not just for the children themselves, but for the strength of society as a whole.

Yet for many Americans, migration is often seen as risky or even reckless, especially when it involves bringing children across dangerous borders and leaving everything familiar behind. Oliveira reframes this perspective to migration is an act of profound care.

“Almost [no one] wants to leave their homes,” she says. “All things being equal, you want to stay where you were born with the people that you know, and love, and close to your roots. Most people that are coming, they're running for their lives in many ways. So, this is not this idea of people trying to come here to take something from the society, here to take their jobs, to take their safety, to take any of that, but it's kind of almost this beautiful thing about the United States being the safe haven where things are possible, and there's hope.”

She has spent years embedded with Latin American migrant families living in Massachusetts, documenting their journeys, their struggles, and the hopes that drive them to uproot their lives, which she shares in her book, Now We Are Here: Family Migration, Children’s Education, and Dreams for a Better Life.

Oliveira explains that while public conversations about immigration center on fear and scarcity, the families she followed see education as a stabilizing force and a pathway to dignity. For parents, schooling in the U.S. represents the chance for their children to flourish, not merely academically but as kind, purposeful human beings. Yet for teachers, supporting these students can be complicated by the pressures of curriculum, testing, and limited training in trauma-informed practice or what Oliveira calls “constrained care.”

“If you're going to talk about a multicultural piece, why not actually talk about the home country of that child, and let that child write, and talk about that, and tell the stories, which then will increase trust in the classroom,” she says. “We know that if teachers, and students trust each other, the students are going to be a lot more inclined to want to engage more, to want to show up, and learn more in the classrooms versus if they feel that they cannot be their whole selves in the classroom.”

In this episode, Oliveira shares how children and families navigate migrating to America and its schools, and offers strategies for educators.