For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. I surveyed new teachers in preservice and after 1 year of teaching (N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. I discuss differences for teachers in urban, Title I, and elementary settings.

对于移民来源学生的教师及其同龄人，新兴研究指出，为遭受与严厉移民执法政策相关的创伤事件的学生提供高质量教育是一项挑战。本研究调查了来自七个教师准备项目的新教师是否经历了移民执法的影响，并准备好支持受到影响的学生。我在职前和教学 1 年后对新教师进行了调查 ( N= 473) 使用 Cohen 及其同事开发的调查工具以及通过试点测试开发的其他结构。新教师报告说，移民执法对他们的学生和他们的工作满意度产生了负面影响。接触移民政策讨论的教师和报告在职前与移民家庭有过接触的教师更有可能认为自己已准备好支持学生。我讨论了城市、Title I 和小学环境中教师的差异。