For many in the Omaha community, the current immigration enforcement climate has left families increasingly on edge. As U.S. Immigration and Customs Enforcement (ICE) ramps up operations across the country, many immigrant families and students have quietly begun changing their routines, trading after-school activities and public gatherings for the security of home. That anxiety is felt across the school district as well. According to district data, 331 students are classified as English learners (EL), 46% of whom are Hispanic or Latino.

The Department of Homeland Security (DHS), alongside ICE, has said it is prioritizing public safety and the deportation of undocumented immigrants with criminal histories. Gov. Jim Pillen has allowed federal agents to carry out operations within Nebraska. Pillen and DHS have also partnered to open the McCook Detention Facility to house undocumented immigrants in southwestern Nebraska.

“The agreement we have with DHS is good for Nebraska’s taxpayers, and it ensures we are doing all that we can to keep criminal, undocumented immigrants off our streets,” Pillen said in a statement released by his office.

State data suggests immigrants and their families are economically inseparable from Nebraska’s success. Immigrants make up 9.4% of Nebraska’s labor force and account for 9.5% of entrepreneurs, according to state data. Ramón Tonatiuh Romero Reyes, deputy consul of Mexico in Omaha, said the Mexican community is working to integrate into life in Nebraska.

“We want the Mexican community to be seen as an integral part of the Nebraska community,” Romero Reyes said.

Romero Reyes said a new generation of Mexican migrants is highly educated, bilingual, and working in fields beyond restaurants, including engineering and information technology.

“We work with local organizations and Nebraska authorities to help Mexicans access scholarships, health services, and financial education,” Romero Reyes said. “These efforts give families a chance to build community and contribute to Nebraska beyond the traditional immigrant narrative.”

Mexico is Nebraska’s main trade partner, with commercial exchange totaling about $2 billion annually, Romero Reyes said.

While state and consular officials highlight the $2 billion commercial exchange and the growing number of skilled Mexican workers contributing to Nebraska, the most immediate reality for many in the Westside community remains simpler: fear. Despite integration efforts and economic contributions, Westside students like senior Evelin Rodriguez Segura and sophomore Mario Bonifaz continue to navigate daily tension between future aspirations and the fear of family separation.

Rodriguez Segura said increased enforcement has changed the rhythm of her life.

“A lot of kids my age don’t go out anymore because our parents either don’t let us or we’re scared, since you don’t know where they could show up,” Rodriguez Segura said. “So people choose to stay home, and people are not going out as much.”

Bonifaz described a broader sense of unease across the community.

“I’ve noticed that many people stop coming to things because they’re afraid those kinds of people will come and do that,” Bonifaz said. “It feels like people are more distracted and have more anxiety.”

Rodriguez Segura said confusion about the difference between judicial warrants signed by a judge and administrative warrants used by ICE adds to the fear. She said cards that outline individual rights help clarify those distinctions.

“There are these little red cards that tell you your rights,” Rodriguez Segura said. “Those are really good because some people don’t know their rights, and ICE has been coming to houses. Something that tells you your rights as a human really helps.”

Robert Aranda, director of student services for Westside, said district social workers play a key role in supporting students and families.

“Social workers are the lifeline with community agencies,” Aranda said. “They know we have community agencies that we will refer a family to. They have those cards and tell families where to go and what resources are available.”

Aranda said the district follows established procedures whenever any law enforcement agency seeks to speak with or detain a student on school grounds.

“One important step is communicating with families to explain the procedures when a police officer comes to speak with a student, whether they have a warrant or not,” Aranda said. “We follow our procedures carefully. If there’s a warrant, we understand why; if not, we determine whether the officer can speak with the student.”

Any situation involving warrants or detainment requires immediate consultation with legal staff, Aranda said.

“They are calling me, Dr. Lucas, or our school attorney, and then we quickly figure something out,” Aranda said. “Communication is huge, and transparency is essential.”

For EL students, anxiety surrounding increased enforcement can compound the challenge of integrating into school life, according to Cynthia Bailey, an English Learner teacher at Westside High School. Bailey said older newcomers face unique hurdles.

“The real challenge for older students coming from another country is that they’re not five or six anymore,” Bailey said. “Think about how hard it is to make friends even if you speak English. Now imagine coming to a completely different culture, country, way of doing things, language, and customs.”

Bailey said EL students often gravitate toward peers who share their native language.

“Our EL learners tend to spend time with peers who speak the same language,” Bailey said. “For instance, many of our Spanish-speaking students naturally spend time together.”

District EL enrollment has nearly doubled since the start of the decade, increasing from 193 students in the 2020–21 school year to a peak of 372 in 2024–25, according to district data. Bailey said a lack of awareness among English-speaking students can contribute to social divides.

“I see a divide, and I don’t think it’s anybody’s fault,” Bailey said. “I think it’s an awareness issue of who is in their midst.”

While there is a divide between languages in the building, Bailey said helping students access extracurricular activities could build connections with non-EL students.

“How can we give students who are immigrating here a little bit of a red-carpet chance to join clubs or activities?” Bailey said. “They’re shut out of a lot of experiences because of the language barrier.”

Bailey said understanding students’ backgrounds is key to building empathy and community.

“I think it’s a lack of information,” Bailey said. “Do you know why some students came here or what their experience might have been before they arrived? Understanding that helps with empathy and identifying how to assist them.”

While state and federal officials continue to carry out enforcement policies, the district relies on preexisting procedures to comply with law enforcement while supporting students and families. EL students continue to navigate uncertainty as they integrate into a new culture and school system.

Rodriguez Segura said that uncertainty shapes daily life for many families.

“Families are scared that one day they could be separated,” Rodriguez Segura said. “It’s a mix of emotions.”