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    1. Sariyahstevenson 30 Oct 2025
      Many of those respondents, however, who were concentrated in theadvanced curriculum tracks in high school—with smaller and more support-ive learning environments that gave them access to key school personnel—drew upon relationships with teachers and counselors to disclose their sta-tus and to seek out help. These respondents told us that they felt comfort-able talking about their problems with school personnel because the trustwas already there.

      This passage shows how important trust and relationships are for undocumented students navigating in school. Those placed in advanced tracks had smaller classes and more access to teachers and counselors, which helped them feel safe enough to share their status and ask for help. It wasn’t just about academics, it was about being seen and supported. When students feel like someone genuinely cares, they’re more likely to open up and get the guidance they need. This reminds me how many school structures can either build or block those connections, and how much that matters for students facing extra challenges.

    2. Sariyahstevenson 30 Oct 2025
      Without special attention and strong support from their schools, undocumented immigrant students face barriers that considerably under-cut their ability to make successful transitions from high school to a life after that preserves some of the protections and inclusions they enjoy in K–12 schools. Indeed, other marginal student populations share many of the same questions of access. However, undocumented students’ exclusions from federal and state aid create added layers of need that require support and assistance so they can navigate the diffi cult terrain of college appli-cations and private scholarships. In addition, as we will see in the next section, undocumented status places additional stresses on students that create additional needs

      Undocumented students face extra challenges when trying to transfer from high school to college, especially without strong support from their schools. While other marginalized groups also struggle with access, undocumented students deal with even more barriers because they’re excluded from the federal and state aid. This makes it harder for them to apply to college or find scholarships. On top of that, their legal status adds stress that affects their well-being and ability to focus. It’s important for schools to step up and offer real support so all students aren’t left to figure it all out alone. Everyone deserves a fair chance to succeed.

    3. Sariyahstevenson 30 Oct 2025
      In addition to the limited access to fi nancial aid opportunities, undocu-mented students are barred from participating in federally funded programs, such as TRIO and work-study. 3 Both of these programs are designed to assist low-income, fi rst-generation, and ethnic minority students. Because these programs receive federal funds, undocumented students are not entitled to participate. Despite the fact that an overwhelming majority of undoc-umented students fi t this description, they are ineligible for these critical services (Gonzales 2010). Additionally, exclusion from work-study limits students’ support systems on campus. Taken together, the inability to receive fi nancial aid and the exclusion from federally funded sources of support place undocumented students on a diffi cult path towards higher education

      This section highlights how undocumented students are blocked from key support programs like TRIO, things like work-study, even though they often meet the same criteria as students who qualify. These programs are meant to help low-income, first-gen, and minority students, but because they’re federally funded, undocumented students are left out. Which sucks terribly. That means they miss out on both financial help and the chance to build support systems on campus. It’s so frustrating to see how students who need the most help are often the ones with the fewest resources and support. This problem we have to address together.

    4. Sariyahstevenson 30 Oct 2025
      Now in her early 30s, Flor has been working for almost 20 years. She is isolated and under constant stress. Her undocumented status is a constant reminder of her limitations. Flor recalls, I’m obviously an older person now. I mean, I see things different today. Back then I wasn’t so much interested in being there, you know, in school. But when I think about it, there was no one there saying, “hey, I care about you and I want to help you stay in school”. I was needed by my family and I get that. I’d do anything for them, you know. Being in my situation I really didn’t see much of a future for myself. I wonder what would have happened to me if I had someone like that looking after me

      This was interesting. Flor’s story shows how being undocumented can shape someone’s whole life, starting from school. She had to work from a young age to help her family, which made it hard to stay in school and feel supported. Looking back, she wishes someone had reached out and shown they had cared. Her words made me think about how many students feel alone and unseen, especially when they’re dealing with tough situations. As a future teacher, I want to help be that person who notices and supports students like Flor. Everyone deserves someone who believes in them and helps them see a beautiful future for themselves.

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