Anti-immigrant sentiment, policy, and practice are deeply rooted in the US tradition. Because of this, a series of laws have been passed to restrict immigration, which has resulted in millions of children and families being designated as “undocumented”. These individuals reside in the US, yet do not receive the same protections as citizens. Schools, however, have historically been supportive institutions for undocumented children because of various laws and court decisions that uphold their access to a free and appropriate education. Various barriers exist to the successful implementation of these laws and they are often not followed. School psychologists, as professionals with an ethical responsibility to advocate for the well-being of all students and families—regardless of their immigration status—can help overcome these barriers. This article first reviews the historical and legal context surrounding undocumented immigration in the US as it impacts public K-12 education. Second, it details how ethical standards influence the applied practice of school psychology when working with undocumented students and families. Finally, it concludes with a brief discussion on resolving legal and ethical dilemmas.

中文翻译：

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美国的无证移民：历史和法律背景以及学校心理学的伦理实践

反移民情绪、政策和做法深深植根于美国传统。因此，通过了一系列限制移民的法律，导致数百万儿童和家庭被指定为“无证”。这些人居住在美国，但没有得到与公民相同的保护。然而，学校历来是无证儿童的支持机构，因为各种法律和法院判决都支持他们获得免费和适当的教育。成功实施这些法律存在各种障碍，而且往往得不到遵守。学校心理学家作为有道德责任倡导所有学生和家庭福祉的专业人士——无论他们的移民身份如何——都可以帮助克服这些障碍。本文首先回顾了围绕美国无证移民影响公共 K-12 教育的历史和法律背景。其次，它详细说明了在与无证学生和家庭一起工作时，道德标准如何影响学校心理学的应用实践。最后，它以关于解决法律和道德困境的简短讨论结束。