The media and American audiences are familiar with stereotypes about migrant children from Mexico entering the United States, and struggling without bilingual integration programs in their academics. But many don’t know of a similar story that is occurring on the other side of that border, involving children born in the United States migrating to Mexico and struggling to adapt.
A number of these children are deported from the United States with their parents, but many know no other language but English. This is compounded by many migrants headed to the United States come from the more rural, less affluent areas of Mexico. When they end up deported from the United States, they wind up back with distant relatives in these communities where their unique multicultural upbringing is not appreciated or even capable of integrating their native-English speakers into the classroom.
Looming over this problem is the fact that many of the young immigrants in the United States under the Deferred Action for Childhood Arrivals program, or DACA, now have their own children which they might be forced to take with them if the gavel comes down on deporting them in the future.
Many of these students yo-yo over the border with their parents, following work and getting by as they can, without a solid home to call their own. While Mexican educational authorities do have programs established to help these returning students, a significant problem is finding enough teachers who are themselves bilingual, leaving the program greatly undermanned.