Immigration in Social Work Education: Student Knowledge and Perception of Risk of Detention and Deportation

Exclusionary immigration policies associated with family separation, detention, and deportation are linked to elevated stress and trauma. Social workers are well-positioned to address the detrimental effects of immigration enforcement-related harm. This study explores social work students' knowledge and perceptions of stressors, needs, and services with immigrants at risk of detention and deportation, assessing students' (n = 149) knowledge and perceptions across six categories. Regression models indicated that engagement in direct service provision, advocacy, and non-social work preparedness predict knowledge of immigrant issues; age predicts knowledge of service barriers; and advocacy, age, and graduate education predict motivation. Findings point to recommendations to infuse social work education with immigration-related content across the social work curriculum and through opportunities outside of the classroom.