Teach-Ins: Experiencing ICE Walkouts Through Dialogue

By Jasper Shelmerdine ‘26 and Fiona Pan ‘27

This past Friday, as tens of thousands of people participated in “ICE Out” protests across the United States, students and faculty responded with coordinated Teach-Ins and a thoughtfully curated assembly. As Head of School, Alex Lockett put it in her message to the community, “today was not a departure from learning on the Mesa but rather its fullest expression.” Students participating in workshops, rather than attending classes, were asked to prioritize dialogue over demonstration. 

In assembly, Pari Malik ‘27 delivered a strong statement about the current state of the country, as prefects, senators, HLA leaders, and other student leaders simultaneously formed a circle in unison around the theater. Three students, Kevin Salmeron ‘27, Sophie Cruz ‘27, and David Alvarez ‘27, also shared their own experiences, moving many community members to walk to the amphitheater for a moment of silence, during which the community's connection underlined the immense power of the movement.

During an open discussion led by History Teacher Dr. Clair Dahm, students reflected on the historical roots of what it means to be an American citizen. In reference to Native Americans, one student stated, “They are the original people of this land, and they have been getting targeted [by the US government] their whole lives. Generation after generation. This is stolen land.” Others expressed frustration with public discourse around immigration, noting that immigrants are the backbone of the country. “One thing that makes me really upset is people’s ignorance,” said Serena Ratcliff ‘26, who later added, “This country is built on immigrants.” 

English Teacher Brooks Hansen also led a Harkness teach-in, during which students reflected on ICE’s ongoing operations in Minnesota and on the group’s political entrenchments. Everyone was encouraged to respond to two prompts: “This may go without saying…” and “Is anyone else confused by…?” Mr. Hansen detailed the issue with conflation and the tendency to push the “other” agenda: “From immigrant, undocumented worker, illegal immigrant, illegal alien, murderers and rapists—you’ve got all these people who have turned all the immigrants into murderers and rapists…” Students also grappled with the changing technological advances related to social media algorithms, with one adding, “If you are associated with a basic party, you are so often directed into political silos where they are feeding your own beliefs right back at you. When you do see the other side, it’s only when it’s infuriating you.”

Fear of enforcement and vocalization continued to resurface, and, conversely, some community members are afraid to speak or participate because of potential backlash. “It’s scary to speak out and say something publicly because you don’t know where it is going,” shared Kaia Coker ‘29. At the same time, students acknowledged limits within the school community itself. Quincy Thorne ‘26 admitted, “Cate is very groupy, and we are quite left-leaning. I think it’s important that we respect what people believe in, and it’s the first step in creating an environment for everyone to talk.” This recognition also fueled safe conversations in the classroom, where faculty and students built a strong environment for hard conversations and for facing the truths of the current climate. 

International students were a central focus of the teach-in. Jen Won ‘26 and Dimash Anuarbek ‘26 led a workshop on how the new administration has approached international students and their visa eligibility, even for the college process. The two explained that bodies like The Association of Boarding Schools and Cate have specifically emphasized support for international students during a time of crisis and uncertainty. Additionally, faculty explained how ICE operates and how student visas are regulated, to build a stronger sense of safety and eliminate fear amongst the student body. Ms. Shah addressed both the vulnerability and the privilege of international education, noting that the school actively monitors students' visa statuses. People were also encouraged to seek support privately, as this topic is often delicate and unique for each person. 

Rather than pushing students toward a single opinion, the teach-ins emphasized that education is an important step toward action; the initiative of young leaders within the Cate community to organize such a day in partnership with faculty speaks to the interconnected nature of life at Cate. “A core goal is to be able to create sympathy and an environment where people are able to talk about these issues without barriers like being left or right, local or international, or other things that seem to divide us,” said Andrew Peng ‘26. Centering conversations on a diverse set of options, reducing their politicization, and discussing them as a moral rather than a political problem allowed students to choose their own paths and confront topics that shape debate around immigration and their lives.